As concepções e práticas de educação inclusiva nas escolas estaduais da sede do município de EXU - PE
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Data
2017
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A Constituição Brasileira de 1988, ora em vigor, prevê a inclusão de alunos com deficiência
nas classes comuns, estabelecendo igualdade de condições para o acesso e a sua permanência
na escola. Tal atitude tem despertado assim, uma série de discussões no cenário educacional.
Nesse contexto, os fundamentos do atual modelo de escola são discutidos teóricos e
metodologicamente, comparando-se com uma concepção de educação inclusiva e de
qualidade para todos. O respeito à diversidade dos educandos, bem como a valorização das
habilidades e dificuldades individuais dos alunos, tem sido muito enfatizado pela literatura
especializada. Nessa perspectiva, faz-se necessária uma maior ênfase na formação docente,
para que seja adequada no Atendimento Educacional Especializado. O objetivo do presente
estudo foi analisar o processo de inclusão nas escolas públicas estaduais da sede do município
de Exu-PE, com base nas concepções de inclusão de 60 professores do ensino médio. A
abordagem foi quali-quanti, utilizando-se como instrumentos de coleta de dados, tanto a
análise documental, quanto o questionário. Os resultados levaram a crer que os professores
demonstram representações sociais positivas da inclusão, porém demandam, em sua grande
maioria, por uma melhor capacitação, de forma a poderem atuar mais eficientemente com essa clientela.
The Brazilian Constitution of 1988, currently in force, provides for the inclusion of students with disabilities in mainstream classes, establishing equal conditions for access and their permanence at school. Such an attitude has awakened so, a series of discussions in the educational scene. In this context, the fundamentals of the current school model are discussed theoretical and methodological, compared with a conception of inclusive and quality education for all. Respect for the diversity of students and the appreciation of individual skills and difficulties of the students has been very emphasized by the literature. From this perspective, a greater emphasis on teacher training is needed in order to be suitable for the Educational Service Specialist. The aim of this study was to discuss the process of inclusion in public schools headquarters in the city of Exu-PE, based on 60 high school teachers inclusion of conceptions. The approach was qualitative, using as data collection instruments, both documentary analysis, as the questionnaire. The results led to believe that teachers demonstrate positive social representations of inclusion, however require, for the most part, by better training, so that they can work more efficiently with this.
The Brazilian Constitution of 1988, currently in force, provides for the inclusion of students with disabilities in mainstream classes, establishing equal conditions for access and their permanence at school. Such an attitude has awakened so, a series of discussions in the educational scene. In this context, the fundamentals of the current school model are discussed theoretical and methodological, compared with a conception of inclusive and quality education for all. Respect for the diversity of students and the appreciation of individual skills and difficulties of the students has been very emphasized by the literature. From this perspective, a greater emphasis on teacher training is needed in order to be suitable for the Educational Service Specialist. The aim of this study was to discuss the process of inclusion in public schools headquarters in the city of Exu-PE, based on 60 high school teachers inclusion of conceptions. The approach was qualitative, using as data collection instruments, both documentary analysis, as the questionnaire. The results led to believe that teachers demonstrate positive social representations of inclusion, however require, for the most part, by better training, so that they can work more efficiently with this.
Descrição
Orientação: Odete Emygdio da Silva ; co -orientação: Gislene Farias de Oliveira
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, EDUCAÇÃO INCLUSIVA, INCLUSÃO ESCOLAR, ESCOLAS, FORMAÇÃO DE PROFESSORES, ESTUDOS DE CASO, BRASIL, EDUCATION, INCLUSIVE EDUCATION, SCHOOL INCLUSION, SCHOOLS, TEACHERS EDUCATION, CASE STUDIES, BRAZIL