Navegando por Palavras-chave "Inclusive Education"

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    As ações do atendimento pedagógico domiciliar na cidade de Santos: possibilidades e desafios
    (Universidade Federal de São Paulo (UNIFESP), 2018-08-10) Ganem, Leila de Souza [UNIFESP]; Silva, Carla Cilene Baptista da [UNIFESP]; http://lattes.cnpq.br/7118155019861351; http://lattes.cnpq.br/0086752958163985; Universidade Federal de São Paulo (UNIFESP)
    A educação implica reflexão sobre sua importância e disponibilidade iminente para vivermos plenamente como pessoas e cidadãos envolvidos na sociedade. A educação inclusiva firma-se internacionalmente e na legislação brasileira como caminho para se garantir uma educação de qualidade para todos, resguardando a adoção de medidas que apoiam com eficiência a educação escolar em ambientes distintos aos dos espaços da escola, mas que podem elevar e otimizar o pleno desenvolvimento do aluno e a garantia do direito de continuar os estudos, mesmo que este ocorra em sua residência. Este estudo propõe a descrição e análise das possibilidades e dos desafios na atuação com estudantes inseridos no Atendimento Pedagógico Domiciliar, na cidade de Santos, de acordo com a visão dos professores. Para tanto, opta-se pela metodologia qualitativa com a realização de entrevista semiestruturada com professoras que trabalham neste contexto e a utilização de um roteiro de questões orientadoras que contemplasse aspectos relativos à Educação Inclusiva, as inter-relações existentes entre as áreas da saúde e da educação, as expectativas e percepções das possibilidades de aprendizagem das crianças inseridas neste atendimento. Participaram oito professoras do Atendimento Pedagógico Domiciliar, com experiência superior a um ano no serviço e que atuam com crianças e adolescentes com deficiência. As entrevistas foram transcritas na íntegra e agrupadas de acordo com núcleos temáticos. A análise dos dados permite a compreensão de significados, valores e atitudes que correspondem a processos da realidade. A literatura específica, documentos oficiais sobre Educação Inclusiva, Classes Hospitalares e Atendimento Pedagógico Domiciliar nortearam esta pesquisa e possibilitaram o amparo na legislação. Os resultados sinalizam ser imprescindível pensar na função e na (re)significação do papel do professor e da família neste processo. A pluralidade de saberes e a articulação educação e saúde despontam como fundamentais para uma construção coletiva que favoreça a atuação docente. Outro aspecto relevante foi a reflexão sobre a formação e a ressignificação do fazer docente no ambiente domiciliar, colaborando com a elaboração de propostas de ações mais eficazes na atuação com os alunos do Atendimento Pedagógico Domiciliar, assim como, na possibilidade de estender essa prática para outras situações no âmbito escolar e a garantia da efetiva escolarização fora dos
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    As condições de produção de conhecimento por estudantes com deficiência intelectual na EJA: um relato de experiência
    (Universidade Federal de São Paulo, 2022) Costa, Luana Tortorette [UNIFESP]; Graciano, Mariângela [UNIFESP]; http://lattes.cnpq.br/8133929640899337; http://lattes.cnpq.br/3421234355206699
    Este Trabalho de Conclusão de Curso – TCC é um Relato de Experiência baseado nas atividades de estágio desenvolvidas em um Centro Integrado de Educação de Jovens e Adultos (CIEJA), localizado na zona Norte da capital paulista, no período de abril de 2019 e abril de 2021, portanto, antes e durante o período de isolamento social imposto pela Pandemia da Covid 19. O objetivo é apresentar informações e reflexões sobre as condições de produção de conhecimento de estudantes com deficiência intelectual. As fontes de informações são os registros feitos em meu Diário de Bordo, junto às publicações disponíveis no blog e na página do Facebook mantidos pela gestão da unidade escolar. As reflexões acerca da Educação Inclusiva mobilizam conceitos como segregação, integração, inclusão, autonomia, independência e ressignificação do termo conhecimento, baseados nas reflexões de SANTOS; VELANGA; BARBA (2017); ORRÚ (2017); FREIRE (1996); HOOKS (1994); ARROYO (2017). Entre as conclusões produzidas, destaco que, apesar da escola ter um discurso inclusivo e isso ser incentivado pela gestão, não eram todos os educadores e educadoras abertos a darem essa espaço para o desenvolvimento pleno de estudantes com deficiência, porém tiveram os que estavam determinados a isso e pudemos ver a evolução desses educandos e educandas com esse acesso. Outro aspecto abordado aqui é ressignificação do conhecimento, considerando todo passo dado um avanço e visualizar de forma significativa esse desenvolvimento.
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    As Discussões De Vygotsky Sobre Defectologia: Necessidades Para A Formação De Professores Na Perspectiva Da Educação Inclusiva
    (Universidade Federal de São Paulo (UNIFESP), 2018-09-28) Silva, Eliane Pereira Domingues Da [UNIFESP]; Fidalgo, Sueli Salles [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    The Present Work Aims At Analyzing And Understanding How Vygotsky"S Concepts, Based On The Defectology Studies, Can Contribute To The Education Of Teachers, In Order To Establish An Inclusive Pedagogical Practice That Can Ensure The Access And The Permanence Of Students With Special Needs In Regular Schools. Teacher Education Is A Key Subject In The Context Of Inclusion (Ferreira, 2014), Provided That With The Knowledge About Students With Special Needs And The Theoretical And Practical Education On The Educational Performance, The Teacher Can Reframe The Pedagogical Practice To Meet The Needs Of Such Students (Pietro, 2006). Regarding The Contributions Of Vygotsky"S Socialhistorical-Cultural Theory To Education, We Emphasize The Studies In Defectology, Which Must Be Understood As The Science That, At Least In Vygotsky"S Conception, Is Based On The Premise That "The Child Whose Development Is Complicated By A Disability Is Not Simply Less Developed Than Its So Called `Normal" Peers, But Otherwise Develops In
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    A formação do fonoaudiólogo e suas práticas no atendimento a crianças surdas do sistema regular de ensino
    (Universidade Federal de São Paulo (UNIFESP), 2020-06-30) Valente, Vivian Renate [UNIFESP]; Silva, Carla Cilene Baptista da [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    Introduction: Based on the recontextualization of the human rights of people with disabilities and the Inclusive Education-based policymaking in Brazil, deaf children are enrolled in common classrooms in the regular education system. The inclusion of these children in regular schools demands a differentiated approach by the professionals involved so that these children are enabled to fully develop their potential. The speech therapist has a leading role in this context as a possible articulator of intersectoral actions between the child's school and health facilities. Objective: Understand how the students of the Speech Therapy course at UNIFESP perceive in their education the activities related to the care of deaf children inserted in the regular education system and attended at the Educational Audiology outpatient clinics and the Center for Interdisciplinary Care in Hearing, Language and Education. Methodology: Qualitative research, exploratory and descriptive, carried out with students of the Speech Therapy course working in the Educational Audiology outpatient clinics and in the Center for Interdisciplinary Care in Hearing, Language and Education of the Department of Speech Therapy at UNIFESP. For data collection, documental analysis of the Pedagogical Project and four focus groups with the students of the internship were carried out. Thematic content analysis was performed with the data obtained in the focus groups. Results: Through the analysis of the Pedagogical Project of the course, the subjects related to the theme Education were identified; the conceptual contents referring to the rights of people with disabilities; the actions taken by the students related to the schools of the children attended at the outpatient clinics. With the analysis of the focus groups, the students' perceptions emerged regarding the practices related to inclusive education carried out in the outpatient clinics, the perceptions regarding the role of speech therapy in the school inclusion process and about the concept of school inclusion. Conclusion: The educational process developed by the Speech Therapy students points to the need for curricular adjustments based on the assumptions of Special and Inclusive Education for deaf children, as well as on Interprofessional Education, which promote respect for difference, problematization and the development of collaborative practices and intersectoral.
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    O Impacto Dos Recursos Do Ambiente Escolar No Desenvolvimento Das Habilidades Adaptativas Em Crianças E Adolescentes Com Síndrome De Williams
    (Universidade Federal de São Paulo (UNIFESP), 2017-09-20) Arruda, Karina Dos Santos [UNIFESP]; Mello, Claudia Berlim De [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    Inclusive Education in Brazil has been engaged in valuable discussions about public policies, as well as pedagogical practices that favor the inclusion of students with disabilities. In the case of Intellectual Disability (DI), the demands of the resources for the effective inclusion of the students go far beyond the architectural adaptations of buildings; permeate teacher training, pedagogical practices and environmental resources that favor their full development. A condition of genetic origin associated with ID is Williams - SW Syndrome. This study aimed to evaluate the impact of the school's inclusive resources on the development of Adaptive Skills (communication, socialization, autonomy in activities of daily living) in a sample of children and adolescents with SW, from 7 to 18 years of age. age. To that end, those responsible responded to an inventory of adaptive skills (Vineland II) and schools were characterized according to the inclusive resources they offer students. The Inventory of Accessibility Resources and Inclusive Education was also created, which made it possible to quantify the resources offered in the school environment.
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    A PNEE-EI (BRASIL, 2008) no município de Francisco Morato (SP): modos de organização após a municipalização (2002)
    (Universidade Federal de São Paulo (UNIFESP), 2019-12-20) Oliveira, Rosemeire Rodrigues De [UNIFESP]; Carvalho, Maria De Fatima [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This paper investigates modes of organization of Special Education in Francisco Morato (SP) after municipalization (2002-2018), highlighting the modes of organization related to the implementation of PNEE-EI. This period is marked by the municipalization of education in the municipality, where legal provisions record the process of regulating the implementation of the Special Education modality. Municipal Law No. 1,992, of September 30, 2002 (FRANCISCO MORATO, s / d, p.01), establishes the process of municipalization, providing for the creation of the municipal education system, establishes general rules for its proper implementation and changes. that precede the promulgation of the National Policy of Special Education from the perspective of Inclusive Education (BRASIL, 2008). It seeks to answer the questions: How has Special Education been organized in the municipality of Francisco Morato, after municipalization, and how do these modes of organization contribute to the implementation of inclusion policies and practices? The work has as theoretical foundation the historical-cultural approach in Psychology, with emphasis on the contributions of Vygotsky ([1934] 1991; [1930] 1993a; [1931-1960] 1995; [1934] 1997; [1934] 2001) and Special Education studies that focus on school inclusion policies and practices as historical cultural, that is, socially mediated productions (JANNUZZI, 1992; 2004; MENDES, 1992; 2010; KASSAR 2011a; 2011b; 2012). The study is built on a qualitative approach, based on a Case Study, by conducting Conversation Wheels with teachers who work in Special Education and consulting federal and municipal documents (MOURA; LIMA, 2014; MARKONI; LAKATOS, [1985] 2010). The production of data involves the period 2002 - 2018. The construction of data relates documents and narratives of participants and are highlighted for analysis modes of organization pointed as defining the characteristics of the Special Education modality regarding the choice of locations and modes of care, definition. target audience, student assessment. The analyzes point to contradictions that underlie the ways in which, in the municipality, inclusion policies and practices are implemented to maintain, over the period studied, modes of organization that did not contribute to the construction of an inclusive education perspective by re-issuing guidelines and practices that contribute to a normalizing and restrictive vision of learning possibilities and student participation, ways pointed as still in force and that need to be highlighted, problematized and confronted in the construction of a quality education for all students.
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    Política de educação especial na perspectiva inclusiva e formação continuada de professores da Rede municipal de educação de São Paulo: entre apropriações e práticas
    (Universidade Federal de São Paulo (UNIFESP), 2020-10-23) Orlandin, Barbara De Souza [UNIFESP]; Bello, Isabel Melero [UNIFESP]; Universidade Federal de São Paulo
    This qualitative research aimed to understand and analyze the policy of continuing education for Special Needs Education in its macro and micro contexts, mobilizing the policy cicle approach developed by Stephen Ball in its five contexts: influence, text production, practice, results and policy strategy. A brief historical rescue on Special Education and teacher training in Brazil was started, identifying trends and historical influences on current policies. The approach to the micro contexts was based on the choice of the Municipal Education Network of São Paulo (RME-SP) and, later, the Center of Formation and Accompaniment to the Inclusion in the Region of São Miguel Paulista (CEFAI-MP) as the locus of the research. We analyzed the legislative texts referring to Special Education and Continuing Education in the municipality of São Paulo, as well as the formative actions carried out by the Municipal Secretary of Education (MSE) division responsible for Special Education. Within the context of the practice, semi-structured interviews were conducted with the coordinator of CEFAI-MP and with two Support and Accompaniment Teachers for Inclusion. It also counted on the application of a questionnaire of closed and open questions to teachers of four schools belonging to the region of São Miguel Paulista. The questionnaires were answered by 32 teachers. All the data were analysed in the light of the concepts of politics as text and speech for the legislative analyses, the concepts of power and speech by Michel Foucault and the concepts of strategies and tactics by Michel de Certeau. The path traced out allowed us to understand that the discourse of education for all adopted by international organizations entered Brazil via educational reforms that took place in the 1990s. In the Special Education plan, it found its modus operandi in the so-called inclusive paradigm, by affirming the insertion of these students in regular schools. In this context, the movement of teaching universitarization occurred, which has been offered in a light way. Continued training has gained greater prominence in view of the initial training given the economy of the public coffers and the possibility of realigning teaching to the precepts of policies. The CEFAI-MP, implemented in the RME-SP in 2004, has since then been active in teaching training and monitoring the work done in schools. It has been seen that the current emphasis on Specialist Educational Care present in national policy has been adjusted by local policy, and this has generated greater distance among Specialist Education teachers from regular classes. Teachers are aware of the importance of this teacher, but said there was little articulation between this service and the regular classroom. The RME-SP has continued in-service and out-of-service training offered by the Cefais and the MSE directly and via private-sector partnerships. However, it was found that teachers have been unable to participate in the training, having little impact on their daily work. The data from the questionnaires revealed weaknesses throughout the Special Education and Continuing Training Policy of the RME-SP. The female teachers working in CEFAI-MP revealed speeches congruent with those stated in the policy as text, emphasizing teachers as responsible for inclusion. However, by revealing precarious working conditions, teachers raised issues that make the success of the so-called inclusive policy in the RME-SP impossible.
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    Serviço Social e educação inclusiva: a garantia de direitos aos estudantes com deficiência dentro do ambiente escolar
    (Universidade Federal de São Paulo, 2023-01-16) Amaro, Carolina do Prado [UNIFESP]; Thomaz, Silvia Maria Tagé [UNIFESP]; http://lattes.cnpq.br/2147936574575153; http://lattes.cnpq.br/9346543499526276; Universidade Federal de São Paulo (UNIFESP)
    O presente trabalho tem como objetivo a discussão acerca dos profissionais do Serviço Social inseridos no âmbito escolar voltados a educação inclusiva visando a garantia de direito dos estudantes. A discussão se dá a partir da leitura de textos e da legislação vigente no Brasil. Com o presente trabalho constata-se a importância de profissionais preparados para atuação específica na área, como os Assistentes Sociais inseridos nos ambientes escolares em busca de garantir uma educação de qualidade e condições de permanência assegurada a todos os estudantes, como se propõe na lei.
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    A Terapia Ocupacional e a deficiência visual na educação inclusiva: Uma revisão bibliográfica
    (Universidade Federal de São Paulo, 2018-12-10) Ferreira, Nayla Cristina Oliveira [UNIFESP]; Silva, Carla Cilene Baptista da [UNIFESP]; http://lattes.cnpq.br/7118155019861351; http://lattes.cnpq.br/6810230883064702
    A terapia ocupacional é uma profissão que abrange os campos da saúde, social e da educação. Apesar de pouco conhecida, a área da terapia ocupacional na educação vem crescendo cada dia mais e visa a inclusão escolar de crianças com deficiência, seja ela física, intelectual, visual ou auditiva. O presente trabalho teve como objetivo principal o levantamento bibliográfico de artigos com as temáticas de terapia ocupacional, deficiência visual e educação inclusiva em 3 sítios eletrônicos: portal CAPES, Cadernos Brasileiros de Terapia Ocupacional da UFSCar e Revista de Terapia Ocupacional da USP. Foram encontrados 3 artigos que possuíam os 3 temas: terapia ocupacional – deficiência visual – educação especial/educação inclusiva ou inclusão escolar. Apesar dos resultados terem sido limitados, a análise dos artigos selecionados indica despreparo de profissionais da área da educação em promover a inclusão escolar de crianças com deficiência visual, além da escassez de estrutura física e de recursos. Notou-se a necessidade de mais estudos na área da terapia ocupacional com pessoas deficientes visuais na esfera da educação inclusiva