Representação social sobre educação inclusiva por professores de Cruzeiro do Sul - Acre

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Nowadays the discussion about providing a quality education for all students is more and more recurrent, including for those who have special educational necessities. The discussion increases regarding that it is not enough to include these students in the regular school, but also to provide conditi...

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Auteur principal: Costa, Ademarcia Lopes de Oliveira
Autres auteurs: Andrade, érika dos Reis Gusmão de
Format: Dissertação
Langue:por
Publié: Universidade Federal do Rio Grande do Norte
Sujets:
Educação Inclusiva
Formação Docente
Representações sociais
Inclusive Education
Social Representation
Teacher Formation
CNPQ::CIENCIAS HUMANAS::EDUCACAO
Accès en ligne:https://repositorio.ufrn.br/jspui/handle/123456789/14318
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id ri-123456789-14318
record_format dspace
institution Repositório Institucional
collection RI - UFRN
language por
topic Educação Inclusiva
Formação Docente
Representações sociais
Inclusive Education
Social Representation
Teacher Formation
CNPQ::CIENCIAS HUMANAS::EDUCACAO
spellingShingle Educação Inclusiva
Formação Docente
Representações sociais
Inclusive Education
Social Representation
Teacher Formation
CNPQ::CIENCIAS HUMANAS::EDUCACAO
Costa, Ademarcia Lopes de Oliveira
Representação social sobre educação inclusiva por professores de Cruzeiro do Sul - Acre
description Nowadays the discussion about providing a quality education for all students is more and more recurrent, including for those who have special educational necessities. The discussion increases regarding that it is not enough to include these students in the regular school, but also to provide conditions of learning and development. This requirement implies changes in the educational system, as well as in the teachers‟ everyday; and these changes manifest themselves through the complexity of the functions which are assigned to the teachers and the school. The news that are generated from the perspective of the inclusive education asks for new formative models for teacher‟s performance, once he tries to (re)build knowledge, knowings and doings among troubles and conflicts as a way to decrease the impact caused by the necessary transformations. This research approached this context in order to understand the social representation about the inclusive education from teachers who work in the regular public school system in the Municipality of Cruzeiro do Sul, State of Acre. To approach the symbolic content, we elected the Multiple Classification Procedure (MCP) as the methodological approach. For that, it was necessary to apply the Technique of Free-Association of Words (TFAW) to 60 participants what provided data to the first step of the chosen methodological procedure. The criterion of choice of the participants took into account if they dealt with student who has special educational necessities and with public schools. Later, we applied MCP to 50 teachers from specialized course in inclusive education subgroup 01 and 30 teachers who has no specialized formation subgroup 02. The collected data from this step was examined through multidimensional and content analysis for a better understanding of their symbolic dimensions. The results from the multidimensional analysis showed that the subject inclusive education‟ for subgroup 01 involved the following facets: circulating discourses that meant the naming of the characteristics that teachers think indispensable to inclusive education; teachers in relation to the inclusive practice that was focused on the relation between teaching and included student, and repercussion to the student that showed the advantages that the inclusive education provided to the student who has special educational necessities. Subgroup 02 dealt with the following facets: characteristics of the included student that approached teachers‟ view on this student; negative aspects that regarded the naming of the obstacles in the achievement of inclusive education; and teacher‟s relations to the inclusive education that approach professional, affective, and formative elements. The content analysis revealed four categories: disagreeing concepts; conception of inclusive education; dimension of the teacher‟s inclusive doing, and difficulties and resistance to carry out the inclusion of a student who has special educational necessities in the regularschool. Both analyses multidimensional and content one showed that the constitution of elements in a social representation of inclusive education was a mixture formed by the characteristics of this sort of education and the school integration, materialized on the figure of the different‟ student. The representational field of the subject inclusive education‟ was associated to the social representation of the student who has special educational necessities, making clear the deficiency/ difference, and causing the difficulty of the teachers in achieving what they say about the phenomenon
author2 Andrade, érika dos Reis Gusmão de
author_facet Andrade, érika dos Reis Gusmão de
Costa, Ademarcia Lopes de Oliveira
format masterThesis
author Costa, Ademarcia Lopes de Oliveira
author_sort Costa, Ademarcia Lopes de Oliveira
title Representação social sobre educação inclusiva por professores de Cruzeiro do Sul - Acre
title_short Representação social sobre educação inclusiva por professores de Cruzeiro do Sul - Acre
title_full Representação social sobre educação inclusiva por professores de Cruzeiro do Sul - Acre
title_fullStr Representação social sobre educação inclusiva por professores de Cruzeiro do Sul - Acre
title_full_unstemmed Representação social sobre educação inclusiva por professores de Cruzeiro do Sul - Acre
title_sort representação social sobre educação inclusiva por professores de cruzeiro do sul - acre
publisher Universidade Federal do Rio Grande do Norte
publishDate 2014
url https://repositorio.ufrn.br/jspui/handle/123456789/14318
work_keys_str_mv AT costaademarcialopesdeoliveira representacaosocialsobreeducacaoinclusivaporprofessoresdecruzeirodosulacre
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spelling ri-123456789-143182017-11-01T22:27:44Z Representação social sobre educação inclusiva por professores de Cruzeiro do Sul - Acre Costa, Ademarcia Lopes de Oliveira Andrade, érika dos Reis Gusmão de http://lattes.cnpq.br/3389381045338422 http://lattes.cnpq.br/0778953049451033 Lira, André Augusto Diniz http://lattes.cnpq.br/8891017471432810 Nunes, Débora Regina de Paula http://lattes.cnpq.br/1188086132826132 Silva, Luzia Guacira dos Santos http://lattes.cnpq.br/1032425601643160 Educação Inclusiva Formação Docente Representações sociais Inclusive Education Social Representation Teacher Formation CNPQ::CIENCIAS HUMANAS::EDUCACAO Nowadays the discussion about providing a quality education for all students is more and more recurrent, including for those who have special educational necessities. The discussion increases regarding that it is not enough to include these students in the regular school, but also to provide conditions of learning and development. This requirement implies changes in the educational system, as well as in the teachers‟ everyday; and these changes manifest themselves through the complexity of the functions which are assigned to the teachers and the school. The news that are generated from the perspective of the inclusive education asks for new formative models for teacher‟s performance, once he tries to (re)build knowledge, knowings and doings among troubles and conflicts as a way to decrease the impact caused by the necessary transformations. This research approached this context in order to understand the social representation about the inclusive education from teachers who work in the regular public school system in the Municipality of Cruzeiro do Sul, State of Acre. To approach the symbolic content, we elected the Multiple Classification Procedure (MCP) as the methodological approach. For that, it was necessary to apply the Technique of Free-Association of Words (TFAW) to 60 participants what provided data to the first step of the chosen methodological procedure. The criterion of choice of the participants took into account if they dealt with student who has special educational necessities and with public schools. Later, we applied MCP to 50 teachers from specialized course in inclusive education subgroup 01 and 30 teachers who has no specialized formation subgroup 02. The collected data from this step was examined through multidimensional and content analysis for a better understanding of their symbolic dimensions. The results from the multidimensional analysis showed that the subject inclusive education‟ for subgroup 01 involved the following facets: circulating discourses that meant the naming of the characteristics that teachers think indispensable to inclusive education; teachers in relation to the inclusive practice that was focused on the relation between teaching and included student, and repercussion to the student that showed the advantages that the inclusive education provided to the student who has special educational necessities. Subgroup 02 dealt with the following facets: characteristics of the included student that approached teachers‟ view on this student; negative aspects that regarded the naming of the obstacles in the achievement of inclusive education; and teacher‟s relations to the inclusive education that approach professional, affective, and formative elements. The content analysis revealed four categories: disagreeing concepts; conception of inclusive education; dimension of the teacher‟s inclusive doing, and difficulties and resistance to carry out the inclusion of a student who has special educational necessities in the regularschool. Both analyses multidimensional and content one showed that the constitution of elements in a social representation of inclusive education was a mixture formed by the characteristics of this sort of education and the school integration, materialized on the figure of the different‟ student. The representational field of the subject inclusive education‟ was associated to the social representation of the student who has special educational necessities, making clear the deficiency/ difference, and causing the difficulty of the teachers in achieving what they say about the phenomenon Atualmente é cada vez mais recorrente a discussão sobre o oferecimento de uma educação de qualidade para todos os alunos, dentre eles, àqueles com necessidades educacionais especiais. A discussão se amplia com o reconhecimento de que não basta incluir tais alunos no ensino regular, mas principalmente proporcionar-lhes condições de aprendizagem e desenvolvimento. Essa demanda pressupõe mudanças tanto no sistema educacional quanto no cotidiano docente e essas mudanças se traduzem na complexidade das funções atribuídas aos professores e à escola. As novidades advindas com a perspectiva da educação inclusiva exigem a busca de novos modelos formativos para a atuação do docente que em meio a aflições e conflitos vão (re)construindo conhecimentos, saberes e fazeres na tentativa de diminuir o impacto causado pelas necessárias transformações. Foi nesse contexto que efetivamos esta pesquisa, com o intuito de investigar a representação social sobre educação inclusiva para os professores atuantes nas redes de ensino regular públicas de Cruzeiro do Sul/AC. Para nos aproximarmos de tal conteúdo simbólico elegemos o Procedimento de Classificações Múltiplas (PCM) como abordagem metodológica. Para tanto, se fez necessária a aplicação da Técnica de Associação Livre de Palavras (TALP) com 60 participantes, que nos forneceu o material da primeira etapa do procedimento metodológico adotado. A escolha dos participantes teve como critério atuarem com alunos com necessidades educacionais especiais e em instituições públicas de ensino. Posteriormente, aplicamos o PCM com 50 professores oriundos de curso de formação especializada na área da educação inclusiva subgrupo 01 e 30 professores, sem a mencionada formação subgrupo 02. O material apreendido a partir dessa etapa passou por análises multidimensionais e de conteúdo para uma maior apropriação de suas dimensões simbólicas. Os resultados advindos da análise multidimensional evidenciam o objeto educação inclusiva‟ para o subgrupo 01 a partir das facetas: discurso circulante, que envolve a nomeação de características que os docentes consideram necessárias a educação inclusiva; docente na prática inclusiva, que trata da relação entre fazer docente e aluno incluído e repercussões para o aluno, que apresenta os benefícios que a educação inclusiva proporciona ao aluno com necessidades educacionais especiais. Para o subgrupo 02, evidenciam-se as seguintes facetas: características do aluno incluído, que aborda o olhar docente sobre tal aluno; aspectos negativos, que se volta para a nomeação de empecilhos na efetivação de uma educação inclusiva e relação do docente com a educação inclusiva, que abrange elementos profissionais, afetivos e formativos. A análise de conteúdo revela quatro categorias: conceitos discordantes; concepção de educação inclusiva; dimensão do fazer docente inclusivo e dificuldades e resistências para realizar a inclusão do aluno com necessidades educacionais especiais no ensino regular. Ambas as análises multidimensional e de conteúdo evidenciam a constituição de elementos de uma representação social de educação inclusiva envoltos em um amálgama entre as características desta e da integração escolar, concretizados na imagem do aluno diferente‟. O campo representacional do objeto educação inclusiva‟ associa-se notadamente com a representação social de aluno com necessidades educacionais especiais, denotando a deficiência/diferença, isso contribui para a dificuldade dos docentes tornarem concreto o que discursam sobre o fenômeno 2014-12-17T14:36:15Z 2009-12-03 2014-12-17T14:36:15Z 2009-06-09 masterThesis COSTA, Ademarcia Lopes de Oliveira. Representação social sobre educação inclusiva por professores de Cruzeiro do Sul - Acre. 2009. 231 f. Dissertação (Mestrado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2009. https://repositorio.ufrn.br/jspui/handle/123456789/14318 por Acesso Aberto application/pdf application/pdf Universidade Federal do Rio Grande do Norte BR UFRN Programa de Pós-Graduação em Educação Educação

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