As entrelinhas do processo de implementação das políticas públicas para inclusão : um estudo comparativo entre escolas
Miniatura indisponível
Data
2011
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
Esta pesquisa visa compreender o processo de implementação das políticas
públicas voltadas para alunos com NEE, a partir de um estudo comparativo entre
escolas, tendo como embasamento as concepções de estudiosos e documentos
legais da segregação à proposta inclusiva. Na pesquisa a coleta de dados foi
realizada através de entrevistas semi-estruturadas, direcionadas aos gestores, aos
coordenadores pedagógicos, aos professores e questionários dirigidos aos pais dos
alunos das escolas públicas pesquisadas. Os resultados serão apresentados de
forma qualiquanti e como aporte metodológico optamos pela Análise de Discurso
(AD) para analisar as entrevistas por acreditarmos ser mais apropriado a fim
compreender os sentidos da linguagem entre os interlocutores. A análise dos dados
da nossa investigação nos permitiu concluir que os conhecimentos dos gestores,
coordenadores pedagógicos e professores ainda precisam ser ampliados no que diz
respeito às concepções inclusivas e as políticas públicas que visam garantir o
acesso e permanência dos alunos com NEE, nas salas do ensino regular, uma vez
que é perceptível a sensibilidade dos inquiridos, em relação à inclusão dos mesmos,
além de diferenças entre os discursos e os fundamentos da proposta inclusiva.
Pelos professores é apontada a formação docente como diferencial, no âmbito de
mudanças em sua prática pedagógica e pelos pais o hiato entre a compreensão da
proposta inclusiva e o cotidiano que observam na escola. Constata-se, portanto, que
o processo de implementação da proposta inclusiva é um tema que ainda necessita
de maiores discussões e está longe de ser esgotado.
This research aims to understand the process of implementing public policies for students with special needs, from a comparative study of schools, having as theoretical basis the views of scholars and legal documents from segregation to inclusive proposal. In the survey, data collection was conducted through semistructured interviews, targeted to school managers, educational coordinators and teachers also through questionnaires for parents of public school students surveyed. The results will have a qualitative – quantitative focus and as the methodological approach we used the Discourse Analysis (DA) to analyze the interviews that we believe is more appropriate to understand the meanings of language among the interlocutors. The data analysis of our research allowed us to conclude that the knowledge of school managers, educational coordinators and teachers still need to be expanded regard to the inclusive concepts and public policies that seek to guarantee access and retention of students with SEN in the regular education, as it is perceived sensitivity of the respondents in relation to their own inclusion, and differences between the speeches and the foundations of inclusive proposal. By teachers, teacher training is aimed as a differential in the context of changes in their teaching, by parents is aimed the gap between the understanding of the Inclusive proposal and what they observe daily in school life. It appears therefore that the process of implementing the Inclusive Education is a topic that requires further discussion and is far from being exhausted.
This research aims to understand the process of implementing public policies for students with special needs, from a comparative study of schools, having as theoretical basis the views of scholars and legal documents from segregation to inclusive proposal. In the survey, data collection was conducted through semistructured interviews, targeted to school managers, educational coordinators and teachers also through questionnaires for parents of public school students surveyed. The results will have a qualitative – quantitative focus and as the methodological approach we used the Discourse Analysis (DA) to analyze the interviews that we believe is more appropriate to understand the meanings of language among the interlocutors. The data analysis of our research allowed us to conclude that the knowledge of school managers, educational coordinators and teachers still need to be expanded regard to the inclusive concepts and public policies that seek to guarantee access and retention of students with SEN in the regular education, as it is perceived sensitivity of the respondents in relation to their own inclusion, and differences between the speeches and the foundations of inclusive proposal. By teachers, teacher training is aimed as a differential in the context of changes in their teaching, by parents is aimed the gap between the understanding of the Inclusive proposal and what they observe daily in school life. It appears therefore that the process of implementing the Inclusive Education is a topic that requires further discussion and is far from being exhausted.
Descrição
Orientação: Maria das Graças Andrade Ataíde de Almeida ; co-
orientação: Manuel Tavares Gomes
Palavras-chave
POLÍTICA PÚBLICA, INCLUSÃO ESCOLAR, SCHOOL INCLUSION, PUBLIC POLICY, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, EDUCATION