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Previous issue date: 2012-03-23 / This research focuses on inclusive in childhood education. Its purpose was to investigate
and analyze the conceptions and expectations of teachers of childhood education, childhood
education center form Natal/RN, on the inclusion students with disabilities, school and
pedagogical practices developed and implications for students learning. Theoric base of the
cultural historic perspective, the search took by qualitative analysis of numbers form the case
study method. It was used methodological procedures: documentary analysis, participant
observation, field journal and semi structures interview.Three teachers participated in the
survey of that school had student with disabilities in their classrooms. These teachers were
called: Rapunzel, Snow white e Pretty. The teacher s nouns involved the refered kind of
education. The data obtained from the observation indicated the regular school of childhood
education provides educational practices that promote the participation and participation and
development of students with disabilities, live situation that may create barriers to learning
and to the development of these children. The analysing data of interview from Bardin
content analysis (1994) was based in Cunha s studies (2001) Brun (2006, 2008), Mantoam
(2006, 2008), Palacios, Paniagua (2007), among others. The dada showed that correlation
and divergence of perceptions and expectations about the issues surrounding inclusion in
childhood education. The results shaved that teaching strategies, affective ties, sensitivity
and own routine of childhood education are factors that can promote inclusive proposal, but
also needs a greater fulfillment individual differences of each child in order to their
potentiality. The study also shaved that the negative of pedagogic support to teacher, the
ignorance of them as guidelines and strategies that include the student s diversity, the
importance having positive conceptions about the learning and development of student with
severe learning disabilities and the need for a pedagogic training and of a collective work at
school which everybody collaborates : parents, direction, coordination getting inclusive
school. Believe that this study pointed relevant issues to be focus new research, since the
theme is still lacking in study, therefore emphasize, the importance of conducting research
that continuous this job / Esta investiga??o enfoca a educa??o inclusiva na educa??o infantil. O seu objetivo foi
investigar e analisar as concep??es e expectativas de professoras da Educa??o Infantil, de
um Centro de Educa??o Infantil do Mun?cipio de Natal/ RN, sobre a inclus?o escolar de
alunos com defici?ncia, bem como as pr?ticas pedag?gicas desenvolvidas e suas
implica??es para aprendizagem dos alunos. Tendo como base te?rica a perspectiva
hist?rico-cultural, a pesquisa pautou-se pela an?lise qualitativa dos dados a partir do m?todo
de Estudo de Caso. Utilizamos como procedimentos metodol?gicos: an?lise documental,
observa??o participante, di?rio de campo e entrevista semiestruturada. Participaram da
pesquisa tr?s professoras da referida escola que tinham alunos com defici?ncia em suas
salas de aula. Essas educadoras foram denominadas de: Rapunzel, Branca de Neve e
Bela. A identifica??o das professoras foi baseada em nomes de personagens da literatura
infantil tendo em vista, este estudo envolver professoras dessa modalidade de educa??o.
Os dados obtidos a partir das observa??es indicaram que a escola regular de educa??o
infantil possibilita pr?ticas pedag?gicas que favorecem a participa??o e o desenvolvimento
dos alunos com defici?ncia; como tamb?m, situa??es que podem criar barreiras para a
aprendizagem e para o desenvolvimento dessas crian?as. A an?lise dos dados da entrevista
feita a partir da an?lise de conte?do de Bardin (1994) baseou-se nos estudos de Cunha
(2011), Bruno (2006,2008), Mantoan (2006,2008), Paniagua, Pal?cios (2007), entre outros.
Os dados revelaram concord?ncia e diverg?ncias de concep??es e expectativas sobre as
quest?es que envolvem a inclus?o na educa??o infantil. Os resultados evidenciaram ainda
que, estrat?gias de ensino, v?nculos afetivos, sensibilidade e a pr?pria rotina da educa??o
infantil s?o fatores que podem favorecer a proposta inclusiva, mas tamb?m ? necess?rio um
maior atendimento ?s diferen?as individuais de cada crian?a no sentido de potencializar o
seu desenvolvimento. O estudo, tamb?m, revelou falta de apoio pedag?gico ?s professoras,
o desconhecimento delas quanto as orienta??es e estrat?gias que contemplem a
diversidade dos alunos; a import?ncia de ter concep??es positivas a respeito da
aprendizagem e do desenvolvimento do aluno com defici?ncia e a necessidade de uma
forma??o pedag?gica e de um trabalho coletivo na escola que conte com a colabora??o de
todos: pais, dire??o, coordena??o na busca de uma escola inclusiva. Acreditamos que este
estudo apontou quest?es relevantes a serem foco de novas pesquisas, uma vez que, o tema
ainda ? carente de estudo , sendo assim, ressaltamos, a import?ncia da realiza??o de
pesquisas que deem continuidade a este trabalho
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14475 |
| Date | 23 March 2012 |
| Creators | Dantas, Priscila Ferreira Ramos |
| Contributors | CPF:32434472400, http://lattes.cnpq.br/1032425601643160, Drago, Rog?rio, CPF:00792346742, http://lattes.cnpq.br/8595961404664412, Momo, Mariangela, CPF:49709119087, http://lattes.cnpq.br/6061996250283917, Silva, Luzia Guacira dos Santos |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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