Educação inclusiva : entrelaços, discursos e prática no ensino público GRE-Recife-Sul Pernambuco
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2011
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O presente estudo busca compreender a relação entre os discursos e a prática
no ensino regular nas escolas da Gerência Regional de Educação (GRE)
Recife-Sul, referente à sua prática educativa numa perspectiva inclusiva. Para
isto, a pesquisa de cunho eminentemente qualitativo teve como locus ao
campo pesquisado quatro escolas pertencentes à (GRE) Recife-Sul. Os
sujeitos da pesquisa foram professores do ensino regular que ministram aulas
no Ensino Fundamental II e Ensino Médio, para tanto, optamos por dois
instrumentos para a coleta de dados, que constou da aplicação de uma
entrevista semi-estruturada e observação direta, que nos possibilitou a
organização dos dados da pesquisa. O principal objetivo de análise deste
estudo é entender os muitos efeitos de sentido que surgem nos discursos dos
docentes em relação a sua prática educativa numa perspectiva inclusiva,
levando em consideração a memória discursiva, o interdiscurso e as diferentes
formações discursivas, para tanto é utilizada, como suporte teórico, a análise
do discurso (AD), metodologia usada na análise dos dados, que nos permitiu
concluir que há uma distância entre o que diz a legislação e sua
implementação na prática, onde a maioria dos docentes desconhece essas leis
no âmbito internacional e nacional, leis que legitimam os direitos dos
educandos com NEE. Percebemos uma lacuna entre os discursos e a prática
pedagógica efetiva numa perspectiva inclusiva, noutras palavras, pode-se dizer
que a prática educativa inclusiva é pontual, que a mesma já teve avanços, mas
não é uma realidade abrangente nas escolas públicas da GRE-Recife-Sul.
This study seeks to understand the process of school inclusion: interlaces discourse and practice in teaching in public schools of Manages Regional Education – GRE/Recife Sul, regarding their educational practice in an inclusive perspective. For this, qualitative research had the locus to the field searched four schools belonging to Recife-Sul. The study subjects were teachers who teach classes in elementary school and high school. For this, we chose two instruments for data collection, which consisted of applying a semi-structured interviews and direct observation that enabled us to organize the survey data. The main objective of analysis of this study is to understand the many effects of meaning that arise in the discourses of teachers regarding their educational practice in an inclusive perspective. Taking into account the discursive memory, inter-discourse and different discursive formations. Therefore, it is used as theoretical support, discourse analysis, methodology used in data analysis, which allowed us to conclude that there is a gap between what the law says and its implementation in practice. That the vast majority of teachers do not know these laws at the international and national levels. Laws that legitimize the rights of students with SEN. We perceive a gap between rhetoric and effective pedagogical practice an inclusive perspective. In short, we can say that the inclusive educational practice is limited. There have been advances but it is not a comprehensive reality in public schools of GRE - Recife - Sul.
This study seeks to understand the process of school inclusion: interlaces discourse and practice in teaching in public schools of Manages Regional Education – GRE/Recife Sul, regarding their educational practice in an inclusive perspective. For this, qualitative research had the locus to the field searched four schools belonging to Recife-Sul. The study subjects were teachers who teach classes in elementary school and high school. For this, we chose two instruments for data collection, which consisted of applying a semi-structured interviews and direct observation that enabled us to organize the survey data. The main objective of analysis of this study is to understand the many effects of meaning that arise in the discourses of teachers regarding their educational practice in an inclusive perspective. Taking into account the discursive memory, inter-discourse and different discursive formations. Therefore, it is used as theoretical support, discourse analysis, methodology used in data analysis, which allowed us to conclude that there is a gap between what the law says and its implementation in practice. That the vast majority of teachers do not know these laws at the international and national levels. Laws that legitimize the rights of students with SEN. We perceive a gap between rhetoric and effective pedagogical practice an inclusive perspective. In short, we can say that the inclusive educational practice is limited. There have been advances but it is not a comprehensive reality in public schools of GRE - Recife - Sul.
Descrição
Orientação: Maria das Graças Andrade Ataíde de Almeida ; co-orientação: Manuel Tavares
Palavras-chave
EDUCAÇÃO INCLUSIVA, NECESSIDADES EDUCATIVAS ESPECIAIS, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, BRASIL, ANÁLISE DO DISCURSO, INCLUSIVE EDUCATION, SPECIAL EDUCATIONAL NEEDS, EDUCATION, BRAZIL, DISCOURSE ANALYSIS