As condições de produção de conhecimento por estudantes com deficiência intelectual na EJA: um relato de experiência
Data
2022
Autores
Costa, Luana Tortorette 
Orientadores
Graciano, Mariângela
Tipo
Trabalho de conclusão de curso
Título da Revista
ISSN da Revista
Título de Volume
Resumo
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.
This Course Conclusion Paper - TCC is an Experience Report based on the internship activities developed at a Centro Integrado de Educação de Jovens e Adultos (CIEJA), located in the North zone of the São Paulo capital, in the period between April 2019 and April 2021, therefore, before and during the period of social isolation imposed by the Covid 19 Pandemic. The goal is to present information and reflections about the conditions of knowledge production of students with intellectual disabilities. The sources of information are the records made in my Logbook, along with the publications available in the blog and Facebook page maintained by the school unit management. The reflections about Inclusive Education mobilize concepts such as segregation, integration, inclusion, autonomy, independence and re-signification of the term knowledge, based on the reflections of SANTOS; VELANGA; BARBA (2017); ORRÚ (2017); FREIRE (1996); HOOKS (1994); ARROYO (2017). Among the conclusions produced, I highlight that, although the school has an inclusive speech and this is encouraged by the management, not all educators were open to give this space for the full development of students with disabilities, but there were those who were determined to do so and we could see the evolution of these students with this access. Another aspect addressed here is the re-signification of knowledge, considering every step taken as an advance and visualizing this development in a significant way.
This Course Conclusion Paper - TCC is an Experience Report based on the internship activities developed at a Centro Integrado de Educação de Jovens e Adultos (CIEJA), located in the North zone of the São Paulo capital, in the period between April 2019 and April 2021, therefore, before and during the period of social isolation imposed by the Covid 19 Pandemic. The goal is to present information and reflections about the conditions of knowledge production of students with intellectual disabilities. The sources of information are the records made in my Logbook, along with the publications available in the blog and Facebook page maintained by the school unit management. The reflections about Inclusive Education mobilize concepts such as segregation, integration, inclusion, autonomy, independence and re-signification of the term knowledge, based on the reflections of SANTOS; VELANGA; BARBA (2017); ORRÚ (2017); FREIRE (1996); HOOKS (1994); ARROYO (2017). Among the conclusions produced, I highlight that, although the school has an inclusive speech and this is encouraged by the management, not all educators were open to give this space for the full development of students with disabilities, but there were those who were determined to do so and we could see the evolution of these students with this access. Another aspect addressed here is the re-signification of knowledge, considering every step taken as an advance and visualizing this development in a significant way.