Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-08-09T23:27:24Z
No. of bitstreams: 1
MarciaTorresNeriSoares_TESE.pdf: 3307820 bytes, checksum: b5f6b5aa0399bbe84bbc843f3f149ec8 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-08-15T20:42:16Z (GMT) No. of bitstreams: 1
MarciaTorresNeriSoares_TESE.pdf: 3307820 bytes, checksum: b5f6b5aa0399bbe84bbc843f3f149ec8 (MD5) / Made available in DSpace on 2016-08-15T20:42:16Z (GMT). No. of bitstreams: 1
MarciaTorresNeriSoares_TESE.pdf: 3307820 bytes, checksum: b5f6b5aa0399bbe84bbc843f3f149ec8 (MD5)
Previous issue date: 2015-08-27 / A presente pesquisa de abordagem qualitativa tem por objeto de estudo o curr?culo escolar decorrente da implementa??o de pol?ticas p?blicas de inclus?o no campo educacional brasileiro e da organiza??o do ensino da Escola Estadual Despertar. Embora consideremos avan?os nas discuss?es e propostas governamentais relativas ? inclus?o escolar em nosso pa?s, ainda faz-se importante desenvolver estudos e interven??es no contexto da educa??o b?sica com o foco no curr?culo escolar. Com base metodol?gica na pesquisa-a??o colaborativo-cr?tica (JESUS, 2008; VIEIRA, 2012; JESUS; ALMEIDA; SOBRINHO, 2005); e aporte em Barbier (1985; 2004), a pesquisa foi realizada no ano de 2013 em uma escola estadual da rede de ensino de Natal - Rio Grande do Norte e teve por objetivo analisar o curr?culo da Escola Estadual Despertar, em particular aspectos relacionados ? inclus?o de estudantes com defici?ncia em classes comuns de ensino expressos no espa?o escolar e em situa??es coletivas de uma forma??o continuada com professores e int?rprete de L?ngua Brasileira de Sinais (Libras). A escola foi previamente escolhida em virtude de j? ter sido l?cus de pesquisa em estudo realizado por um docente da Universidade Federal do Rio Grande do Norte e favorecer o conhecimento de suas necessidades formativas. Os sujeitos da pesquisa foram 26 professores das s?ries iniciais e finais do ensino fundamental e uma int?rprete de Libras. Como instrumentos foram utilizados a observa??o direta, entrevistas semiestruturadas, an?lise documental e uma proposta de forma??o continuada denominada Grupo de Colabora??o em Inclus?o Escolar (GCEI), constitu?da com os sujeitos participantes. Os dados foram analisados com base na An?lise de Conte?do (BARDIN, 2009). A an?lise dos dados evidenciou oito di?logos (FREIRE, 1994; 1997) constru?dos com a Escola Estadual Despertar, sendo basilares as contribui??es sobre estigma de Goffman (1988) e cultura escolar (FORQUIN, 1993). Como aporte te?rico foram importantes as contribui??es sobre o Curr?culo Escolar (SACRIST?N, 2000; 2007, APPLE, 2006; 2008), Inclus?o Escolar (BUENO; 2008, GLAT; PLETSCH, 2011), Forma??o Continuada (N?VOA, 2002) e os estudos existentes acerca das interlocu??es entre Curr?culo e Educa??o Especial (MAGALH?ES, 2002; SILVA, 2008; 2010, OLIVEIRA, 2004; VIEIRA, 2012.). O estudo evidenciou a import?ncia de alargar os di?logos, aprofundamento te?rico do GCEI para a compreens?o do curr?culo escolar e as especificidades de quaisquer estudantes, tenham ou n?o defici?ncia. Faz-se imprescind?vel revisitar as pr?ticas escolares de ensino que n?o correspondem aos estudantes, a exemplo das enturma??es realizadas nas salas de aula. Todavia, pequenas, por?m significativas mudan?as identificadas nas pr?ticas de alguns professores, a exemplo da utiliza??o da audiodescri??o, de est?mulos ? participa??o dos estudantes com defici?ncia e uso de imagens, favoreceram ao desenvolvimento de outros estudantes ao se beneficiar de aulas mais instigantes e participativas. Com base na pesquisa realizada conclu?mos sobre a import?ncia em discutir condi??es para/na escolariza??o de diferentes estudantes e o (re) pensar das pr?ticas curriculares na escola como um todo e nisso reside um paradoxo, pois se por um lado n?o se trata de minimizar o conhecimento espec?fico no trato das necessidades de estudantes com defici?ncia, por outro lado, tampouco interessa-nos distanciar tais necessidades daquelas inerentes ? natureza humana, portanto peculiares aos demais estudantes. A problematiza??o de nossas pr?prias pr?ticas ? o desafio que se imp?e, n?o ? educa??o especial, ou ao seu p?blico alvo, mas essa ? incontestavelmente tarefa da educa??o. / This work of qualitative approach, has as its study object the school curriculum, resulting from the implementation of public policies for inclusion in the Brazilian educational field and of the teaching organization in State School Despertar. While we acknowledge advances in government discussions and proposals related to school inclusion in our country, it is still important to develop studies and interventions in the context of basic education focused on the curriculum. With methodological basis in collaborative-critical action research and contribution by Barbier, the survey was conducted in 2013, in a state school in the Natal - Rio Grande do Norte - school system, and aimed to analyze the curriculum of the State School Despertar, in particular issues related to the inclusion of students with disabilities in common teaching classes expressed in the school and in collective situations of continuing education with teachers and interpreter of Brazilian Sign Language (Libras). The school was previously chosen because it had already been locus of research in a study conducted by a professor at the Federal University of Rio Grande do Norte promoting the knowledge of their formative needs. The study subjects were 26 teachers in the early years and the end of elementary school and a Libras interpreter. The instruments were direct observation, semi-structured interviews, document analysis and a proposal for continuing education called Collaborative Group on School Inclusion (GCEI), established with the participating subjects and the other research collaborators. The analyzed data showed eight dialogues built with the State School Despertar, being basic the contributions of Goffman (1988) on stigma and of Forquin (1993) on school culture. As a theoretical framework, there were important contributions on School Curriculum (SACRIST?N, 2000; 2007; APPLE, 2006; 2008), School Inclusion (BUENO, 2008), Continuing Education (N?VOA, 2002; GATTI, 2003) and the existing studies on the dialogues between Curriculum and Special Education (MAGALH?ES, 2002; SILVA, 2008; 2010; OLIVEIRA, 2004; VIEIRA, 2012). The study highlighted the importance of extending the dialogue, the theoretical deepening of GCEI for the understanding of school curriculum and the specifics of any students, with or without disability. It will be necessary to revisit the school teaching practices that do not correspond to the students, for instance the formation of classes made in classrooms. It is also important to consider the organization of the school day and its interface with the pedagogical functions of each member of the school in building curriculum practices consistent with the diversity of modes and learning styles. Subliminal aspects of the curriculum should be reviewed, given its implications in the context of the classroom and management. However, significant changes identified in the practices of some teachers, such as the use of audio description, stimulus to the participation of students with disabilities and use of images, favored the development of other students, who benefit of more exciting and participatory classes. Based on the conducted research, we conclude on the importance of collectively discuss the conditions for / in schooling of different students and the (re)thinking of curriculum practices in the school as a whole, and therein lies a paradox because, on the one hand, it is not about minimizing the specific knowledge in dealing with the needs of students with disabilities, on the other, we are not interested in distancing these needs from those inherent in human nature, therefore peculiar to the other students. The questioning of our own practices is the challenge imposed, not to special education, or its target audience, but this is undoubtedly task of education.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/21152 |
| Date | 27 August 2015 |
| Creators | Soares, M?rcia Torres Neri |
| Contributors | 37086081353, http://lattes.cnpq.br/0351736925269307, Dias, Ana Maria Iorio, 22829733304, http://lattes.cnpq.br/7968107654959280, Nunes, D?bora Regina de Paula, 02487157712, http://lattes.cnpq.br/1188086132826132, Jesus, Denise Meyrelles de, 37684906704, http://lattes.cnpq.br/0848394898016789, Alves, Jefferson Fernandes, 40692345434, http://lattes.cnpq.br/1834832958808690, Ribeiro, Marcia Maria Gurgel, 20050755404, http://lattes.cnpq.br/3426259793325875, Viana, Tania Vicente, http://lattes.cnpq.br/8414664745533930, 46086790310, Magalh?es, Rita de C?ssia Barbosa Paiva |
| Publisher | Universidade Federal do Rio Grande do Norte, PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0034 seconds