Inclusão escolar: entre o respeito à diversidade e uma nova forma de exclusão?
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Data
2014
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Este estudo tem como tema Inclusão Escolar: entre o respeito à diversidade e uma
nova forma de exclusão? O objetivo é investigar o processo de inclusão de alunos com
necessidades educacionais especiais (NEE) em escolas públicas regulares de ensino médio da
3ª. Coordenadoria Regional de Desenvolvimento da Educação do Ceará – 3ª. CREDE no que
se refere ao nível de aceitação da comunidade escolar e às condições do ambiente escolar.
Busca-se atingir tal propósito através de uma pesquisa bibliográfica, documental e de campo,
de abordagem qualitativa e quantitativa tendo como instrumentos para a coleta dos dados a
observação, o questionário e a entrevista.
A amostra é composta por duas escolas públicas estaduais de Ensino Médio e tem
como sujeitos 76 alunos e 16 professores estando assim distribuídos: no enfoque qualitativo –
02 alunos com NEE (em situação de surdez e cegueira sendo um por escola) e uma
professora (intérprete de LIBRAS) e no enfoque quantitativo 74 alunos do Ensino Médio (6
alunos em situação de surdez e 68 alunos ditos normais) e 15 professores.
Esta investigação reúne reflexões advindas das vozes destes sujeitos que aceitaram
dela participar e colaborar, entrecortadas com apoios legais, literatura pertinente e ainda,
observações do cotidiano escolar. Os resultados mostram que: os professores são favoráveis à
inclusão, mas reconhecem que nem todas as escolas estão preparadas e que, na maioria das
vezes, a inclusão não ocorre como deveria porque não há professores especializados
suficientes para suprir a carência das escolas. A maioria define a inclusão como igualdade de
oportunidades, de direitos, de respeito à diversidade e como uma forma de aproximar as
pessoas. Os próprios alunos incluídos são de opinião que é algo interessante, mas não é fácil
de acontecer porque os professores não tem formação adequada e nem demonstram atenção
necessária para que se sintam, de fato, incluídos. Grande parte dos alunos ditos normais vê a
inclusão como algo positivo, no entanto há entre eles quem acredite que os alunos com NEE
deveriam estudar em uma escola especializada, pois na escola comum podem se sentir
diferentes dos demais. Constata-se, portanto, que a inclusão merece mais atenção e
acompanhamento que permitam que as dificuldades próprias da sua implementação sejam
minimizadas.
This study has as theme school inclusion: is there any way between the respect for diversity and a new form of exclusion? The goal is to investigate the process of inclusion of students with special educational needs (EEN) in regular public high schools of the third Regional coordination of development of education of Ceara - CREDE with regard to the level of acceptance of the school community and the conditions offered by the school environment. The aim is to achieve such purpose through bibliographical, documentary and field research, trough qualitative and quantitative approaches, recurring to instruments such as observation, data collection trough questionnaire and interview. The sample is composed of two public high school and 76 students and 16 teachers as subjects distributed as follows: in the qualitative focus - 02 EEN students (in case with deafness and blindness, one per school) and a teacher (interpreter of LIBRAS) and in the quantitative focus 74 high schools students (6 students in a situation of deafness and 68 normal students) and 15 teachers. This investigation comprises reflections raised from the testimony of these subjects who accepted to participate and collaborate, interspersed with legal aid, relevant literature and observations of everyday life at school. The results show that: teachers are favorable to the inclusion, but recognize that not all schools are prepared and therefore, in most cases, the inclusion does not occur as it should be because there are no sufficient specialist teachers to fill the lack of the schools. Most of the subjects define inclusion as equal opportunities, equal rights, a way of respect the diversity or as a way of having people together. The students inquired are of opinion that is something interesting, but that it's not easy to happen because teachers do not have adequate training or they don’t give necessary attention for them to feel, in fact, included. A large portion of the so-called normal students see the inclusion as something positive, however there are among them those who believe that EEN students should study at a school specialized because in common school may feel they are different from others. It is use to remark therefore, that the inclusion deserves more attention and monitoring tominimize the difficulties of its implementation.
This study has as theme school inclusion: is there any way between the respect for diversity and a new form of exclusion? The goal is to investigate the process of inclusion of students with special educational needs (EEN) in regular public high schools of the third Regional coordination of development of education of Ceara - CREDE with regard to the level of acceptance of the school community and the conditions offered by the school environment. The aim is to achieve such purpose through bibliographical, documentary and field research, trough qualitative and quantitative approaches, recurring to instruments such as observation, data collection trough questionnaire and interview. The sample is composed of two public high school and 76 students and 16 teachers as subjects distributed as follows: in the qualitative focus - 02 EEN students (in case with deafness and blindness, one per school) and a teacher (interpreter of LIBRAS) and in the quantitative focus 74 high schools students (6 students in a situation of deafness and 68 normal students) and 15 teachers. This investigation comprises reflections raised from the testimony of these subjects who accepted to participate and collaborate, interspersed with legal aid, relevant literature and observations of everyday life at school. The results show that: teachers are favorable to the inclusion, but recognize that not all schools are prepared and therefore, in most cases, the inclusion does not occur as it should be because there are no sufficient specialist teachers to fill the lack of the schools. Most of the subjects define inclusion as equal opportunities, equal rights, a way of respect the diversity or as a way of having people together. The students inquired are of opinion that is something interesting, but that it's not easy to happen because teachers do not have adequate training or they don’t give necessary attention for them to feel, in fact, included. A large portion of the so-called normal students see the inclusion as something positive, however there are among them those who believe that EEN students should study at a school specialized because in common school may feel they are different from others. It is use to remark therefore, that the inclusion deserves more attention and monitoring tominimize the difficulties of its implementation.
Descrição
Orientação: Emmanuel
Maria Carlos Borrego Sabino ; co-orientação: Ana
Benavente
Palavras-chave
EDUCAÇÃO, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, INCLUSÃO ESCOLAR, EDUCAÇÃO INCLUSIVA, BRASIL, CEARÁ, EDUCATION, SCHOOL INCLUSION, SPECIAL EDUCATIONAL NEEDS, INCLUSIVE EDUCATION, NECESSIDADES EDUCATIVAS ESPECIAIS, BRAZIL, CEARÁ