Currículo escolar e inclusão de estudantes com deficiência: diálogos com uma escola pública

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This work of qualitative approach, has as its study object the school curriculum, resulting from the implementation of public policies for inclusion in the Brazilian educational field and of the teaching organization in State School Despertar. While we acknowledge advances in government discussions...

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Autor principal: Soares, Márcia Torres Neri
Outros Autores: http://lattes.cnpq.br/5874293212658066
Formato: doctoralThesis
Idioma:por
Publicado em: Universidade Federal do Rio Grande do Norte
Assuntos:
Currículo escolar
Estudantes com deficiência
Diálogo
Pesquisa-ação colaborativo-crítica
CNPQ::CIENCIAS HUMANAS::EDUCACAO
Endereço do item:https://repositorio.ufrn.br/jspui/handle/123456789/21152
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id ri-123456789-21152
record_format dspace
institution Repositório Institucional
collection RI - UFRN
language por
topic Currículo escolar
Estudantes com deficiência
Diálogo
Pesquisa-ação colaborativo-crítica
CNPQ::CIENCIAS HUMANAS::EDUCACAO
spellingShingle Currículo escolar
Estudantes com deficiência
Diálogo
Pesquisa-ação colaborativo-crítica
CNPQ::CIENCIAS HUMANAS::EDUCACAO
Soares, Márcia Torres Neri
Currículo escolar e inclusão de estudantes com deficiência: diálogos com uma escola pública
description This work of qualitative approach, has as its study object the school curriculum, resulting from the implementation of public policies for inclusion in the Brazilian educational field and of the teaching organization in State School Despertar. While we acknowledge advances in government discussions and proposals related to school inclusion in our country, it is still important to develop studies and interventions in the context of basic education focused on the curriculum. With methodological basis in collaborative-critical action research and contribution by Barbier, the survey was conducted in 2013, in a state school in the Natal - Rio Grande do Norte - school system, and aimed to analyze the curriculum of the State School Despertar, in particular issues related to the inclusion of students with disabilities in common teaching classes expressed in the school and in collective situations of continuing education with teachers and interpreter of Brazilian Sign Language (Libras). The school was previously chosen because it had already been locus of research in a study conducted by a professor at the Federal University of Rio Grande do Norte promoting the knowledge of their formative needs. The study subjects were 26 teachers in the early years and the end of elementary school and a Libras interpreter. The instruments were direct observation, semi-structured interviews, document analysis and a proposal for continuing education called Collaborative Group on School Inclusion (GCEI), established with the participating subjects and the other research collaborators. The analyzed data showed eight dialogues built with the State School Despertar, being basic the contributions of Goffman (1988) on stigma and of Forquin (1993) on school culture. As a theoretical framework, there were important contributions on School Curriculum (SACRISTÁN, 2000; 2007; APPLE, 2006; 2008), School Inclusion (BUENO, 2008), Continuing Education (NÓVOA, 2002; GATTI, 2003) and the existing studies on the dialogues between Curriculum and Special Education (MAGALHÃES, 2002; SILVA, 2008; 2010; OLIVEIRA, 2004; VIEIRA, 2012). The study highlighted the importance of extending the dialogue, the theoretical deepening of GCEI for the understanding of school curriculum and the specifics of any students, with or without disability. It will be necessary to revisit the school teaching practices that do not correspond to the students, for instance the formation of classes made in classrooms. It is also important to consider the organization of the school day and its interface with the pedagogical functions of each member of the school in building curriculum practices consistent with the diversity of modes and learning styles. Subliminal aspects of the curriculum should be reviewed, given its implications in the context of the classroom and management. However, significant changes identified in the practices of some teachers, such as the use of audio description, stimulus to the participation of students with disabilities and use of images, favored the development of other students, who benefit of more exciting and participatory classes. Based on the conducted research, we conclude on the importance of collectively discuss the conditions for / in schooling of different students and the (re)thinking of curriculum practices in the school as a whole, and therein lies a paradox because, on the one hand, it is not about minimizing the specific knowledge in dealing with the needs of students with disabilities, on the other, we are not interested in distancing these needs from those inherent in human nature, therefore peculiar to the other students. The questioning of our own practices is the challenge imposed, not to special education, or its target audience, but this is undoubtedly task of education.
author2 http://lattes.cnpq.br/5874293212658066
author_facet http://lattes.cnpq.br/5874293212658066
Soares, Márcia Torres Neri
format doctoralThesis
author Soares, Márcia Torres Neri
author_sort Soares, Márcia Torres Neri
title Currículo escolar e inclusão de estudantes com deficiência: diálogos com uma escola pública
title_short Currículo escolar e inclusão de estudantes com deficiência: diálogos com uma escola pública
title_full Currículo escolar e inclusão de estudantes com deficiência: diálogos com uma escola pública
title_fullStr Currículo escolar e inclusão de estudantes com deficiência: diálogos com uma escola pública
title_full_unstemmed Currículo escolar e inclusão de estudantes com deficiência: diálogos com uma escola pública
title_sort currículo escolar e inclusão de estudantes com deficiência: diálogos com uma escola pública
publisher Universidade Federal do Rio Grande do Norte
publishDate 2016
url https://repositorio.ufrn.br/jspui/handle/123456789/21152
work_keys_str_mv AT soaresmarciatorresneri curriculoescolareinclusaodeestudantescomdeficienciadialogoscomumaescolapublica
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spelling ri-123456789-211522019-06-23T05:17:14Z Currículo escolar e inclusão de estudantes com deficiência: diálogos com uma escola pública Soares, Márcia Torres Neri http://lattes.cnpq.br/5874293212658066 http://lattes.cnpq.br/0351736925269307 Dias, Ana Maria Iorio http://lattes.cnpq.br/7968107654959280 Nunes, Débora Regina de Paula http://lattes.cnpq.br/1188086132826132 Jesus, Denise Meyrelles de http://lattes.cnpq.br/0848394898016789 Alves, Jefferson Fernandes http://lattes.cnpq.br/1834832958808690 Ribeiro, Marcia Maria Gurgel http://lattes.cnpq.br/3426259793325875 Viana, Tania Vicente http://lattes.cnpq.br/8414664745533930 Currículo escolar Estudantes com deficiência Diálogo Pesquisa-ação colaborativo-crítica CNPQ::CIENCIAS HUMANAS::EDUCACAO This work of qualitative approach, has as its study object the school curriculum, resulting from the implementation of public policies for inclusion in the Brazilian educational field and of the teaching organization in State School Despertar. While we acknowledge advances in government discussions and proposals related to school inclusion in our country, it is still important to develop studies and interventions in the context of basic education focused on the curriculum. With methodological basis in collaborative-critical action research and contribution by Barbier, the survey was conducted in 2013, in a state school in the Natal - Rio Grande do Norte - school system, and aimed to analyze the curriculum of the State School Despertar, in particular issues related to the inclusion of students with disabilities in common teaching classes expressed in the school and in collective situations of continuing education with teachers and interpreter of Brazilian Sign Language (Libras). The school was previously chosen because it had already been locus of research in a study conducted by a professor at the Federal University of Rio Grande do Norte promoting the knowledge of their formative needs. The study subjects were 26 teachers in the early years and the end of elementary school and a Libras interpreter. The instruments were direct observation, semi-structured interviews, document analysis and a proposal for continuing education called Collaborative Group on School Inclusion (GCEI), established with the participating subjects and the other research collaborators. The analyzed data showed eight dialogues built with the State School Despertar, being basic the contributions of Goffman (1988) on stigma and of Forquin (1993) on school culture. As a theoretical framework, there were important contributions on School Curriculum (SACRISTÁN, 2000; 2007; APPLE, 2006; 2008), School Inclusion (BUENO, 2008), Continuing Education (NÓVOA, 2002; GATTI, 2003) and the existing studies on the dialogues between Curriculum and Special Education (MAGALHÃES, 2002; SILVA, 2008; 2010; OLIVEIRA, 2004; VIEIRA, 2012). The study highlighted the importance of extending the dialogue, the theoretical deepening of GCEI for the understanding of school curriculum and the specifics of any students, with or without disability. It will be necessary to revisit the school teaching practices that do not correspond to the students, for instance the formation of classes made in classrooms. It is also important to consider the organization of the school day and its interface with the pedagogical functions of each member of the school in building curriculum practices consistent with the diversity of modes and learning styles. Subliminal aspects of the curriculum should be reviewed, given its implications in the context of the classroom and management. However, significant changes identified in the practices of some teachers, such as the use of audio description, stimulus to the participation of students with disabilities and use of images, favored the development of other students, who benefit of more exciting and participatory classes. Based on the conducted research, we conclude on the importance of collectively discuss the conditions for / in schooling of different students and the (re)thinking of curriculum practices in the school as a whole, and therein lies a paradox because, on the one hand, it is not about minimizing the specific knowledge in dealing with the needs of students with disabilities, on the other, we are not interested in distancing these needs from those inherent in human nature, therefore peculiar to the other students. The questioning of our own practices is the challenge imposed, not to special education, or its target audience, but this is undoubtedly task of education. A presente pesquisa de abordagem qualitativa tem por objeto de estudo o currículo escolar decorrente da implementação de políticas públicas de inclusão no campo educacional brasileiro e da organização do ensino da Escola Estadual Despertar. Embora consideremos avanços nas discussões e propostas governamentais relativas à inclusão escolar em nosso país, ainda faz-se importante desenvolver estudos e intervenções no contexto da educação básica com o foco no currículo escolar. Com base metodológica na pesquisa-ação colaborativo-crítica (JESUS, 2008; VIEIRA, 2012; JESUS; ALMEIDA; SOBRINHO, 2005); e aporte em Barbier (1985; 2004), a pesquisa foi realizada no ano de 2013 em uma escola estadual da rede de ensino de Natal - Rio Grande do Norte e teve por objetivo analisar o currículo da Escola Estadual Despertar, em particular aspectos relacionados à inclusão de estudantes com deficiência em classes comuns de ensino expressos no espaço escolar e em situações coletivas de uma formação continuada com professores e intérprete de Língua Brasileira de Sinais (Libras). A escola foi previamente escolhida em virtude de já ter sido lócus de pesquisa em estudo realizado por um docente da Universidade Federal do Rio Grande do Norte e favorecer o conhecimento de suas necessidades formativas. Os sujeitos da pesquisa foram 26 professores das séries iniciais e finais do ensino fundamental e uma intérprete de Libras. Como instrumentos foram utilizados a observação direta, entrevistas semiestruturadas, análise documental e uma proposta de formação continuada denominada Grupo de Colaboração em Inclusão Escolar (GCEI), constituída com os sujeitos participantes. Os dados foram analisados com base na Análise de Conteúdo (BARDIN, 2009). A análise dos dados evidenciou oito diálogos (FREIRE, 1994; 1997) construídos com a Escola Estadual Despertar, sendo basilares as contribuições sobre estigma de Goffman (1988) e cultura escolar (FORQUIN, 1993). Como aporte teórico foram importantes as contribuições sobre o Currículo Escolar (SACRISTÁN, 2000; 2007, APPLE, 2006; 2008), Inclusão Escolar (BUENO; 2008, GLAT; PLETSCH, 2011), Formação Continuada (NÓVOA, 2002) e os estudos existentes acerca das interlocuções entre Currículo e Educação Especial (MAGALHÃES, 2002; SILVA, 2008; 2010, OLIVEIRA, 2004; VIEIRA, 2012.). O estudo evidenciou a importância de alargar os diálogos, aprofundamento teórico do GCEI para a compreensão do currículo escolar e as especificidades de quaisquer estudantes, tenham ou não deficiência. Faz-se imprescindível revisitar as práticas escolares de ensino que não correspondem aos estudantes, a exemplo das enturmações realizadas nas salas de aula. Todavia, pequenas, porém significativas mudanças identificadas nas práticas de alguns professores, a exemplo da utilização da audiodescrição, de estímulos à participação dos estudantes com deficiência e uso de imagens, favoreceram ao desenvolvimento de outros estudantes ao se beneficiar de aulas mais instigantes e participativas. Com base na pesquisa realizada concluímos sobre a importância em discutir condições para/na escolarização de diferentes estudantes e o (re) pensar das práticas curriculares na escola como um todo e nisso reside um paradoxo, pois se por um lado não se trata de minimizar o conhecimento específico no trato das necessidades de estudantes com deficiência, por outro lado, tampouco interessa-nos distanciar tais necessidades daquelas inerentes à natureza humana, portanto peculiares aos demais estudantes. A problematização de nossas próprias práticas é o desafio que se impõe, não à educação especial, ou ao seu público alvo, mas essa é incontestavelmente tarefa da educação. 2016-08-15T20:42:16Z 2016-08-15T20:42:16Z 2015-08-27 doctoralThesis SOARES, Márcia Torres Neri. Currículo escolar e inclusão de estudantes com deficiência: diálogos com uma escola pública. 2015. 325f. Tese (Doutorado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2015. https://repositorio.ufrn.br/jspui/handle/123456789/21152 por Acesso Aberto application/pdf Universidade Federal do Rio Grande do Norte Brasil UFRN PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO

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