"Eu não quero reproduzir tudo o que vi": percepções de estagiárias de pedagogia sobre a inclusão de alunos com deficiência
Arquivos
Data
2023-12-04
Autores
Tiné, Letícia Aparecida Valentim 
Tipo
Trabalho de conclusão de curso
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Considerando o processo de inclusão escolar de crianças com deficiência no sistema escolar, este trabalho teve o objetivo de compreender como ocorrem as práticas educativas e a inclusão escolar de alunos com deficiência no contexto das redes pública e privada de ensino, no município de São Paulo. A metodologia de abordagem qualitativa consistiu em entrevistas semi-estruturadas com seis estagiárias que atuavam com crianças com deficiência em sala de aula regular a fim de analisar como os processos de inclusão e/ ou exclusão se dão no cotidiano escolar, compreendendo as relações interprofissionais e os recursos disponíveis para o trabalho educativo. O trabalho foi fundamentado na teoria histórico-cultural de Lev Vygotsky, que considera que as funções psicológicas superiores se desenvolvem a partir das interações sociais das crianças com outras pessoas do seu contexto. A análise dos dados demonstrou que as estagiárias parecem participar ativamente no processo de inclusão de estudantes com deficiência e que, portanto, podem observar e avaliar as incongruências sociais e educacionais presentes no chão da escola em relação ao atendimento reservado ao público-alvo da Educação especial e inclusiva. Os achados desta pesquisa nos dão pistas sobre a importância do estágio na formação docente e nas vicissitudes observadas nas práticas educativas de professores que atuam nos processos de inclusão de estudantes com deficiência.
Considering the process of school inclusion of children with disabilities in the school system, this work aimed to understand how educational practices and school inclusion of students with disabilities occur in the context of public and private education networks, in the city of São Paulo. The qualitative approach methodology consisted of semi-structured interviews with six interns who worked with children with disabilities in a regular classroom in order to analyze how inclusion and/or exclusion processes occur in everyday school life, understanding interprofessional relationships and resources available for educational work. The work was based on Lev Vygotsky's historical-cultural theory, which considers that higher psychological functions develop from children's social interactions with other people in their context. Data analysis demonstrated that the interns seem to actively participate in the process of inclusion of students with disabilities and that, therefore, they can observe and evaluate the social and educational inconsistencies present on the school floor in relation to the service reserved for the target audience of Special Education and inclusive. The findings of this research give us clues about the importance of internships in teacher training and the vicissitudes observed in the educational practices of teachers who work in the inclusion processes of students with disabilities.
Considering the process of school inclusion of children with disabilities in the school system, this work aimed to understand how educational practices and school inclusion of students with disabilities occur in the context of public and private education networks, in the city of São Paulo. The qualitative approach methodology consisted of semi-structured interviews with six interns who worked with children with disabilities in a regular classroom in order to analyze how inclusion and/or exclusion processes occur in everyday school life, understanding interprofessional relationships and resources available for educational work. The work was based on Lev Vygotsky's historical-cultural theory, which considers that higher psychological functions develop from children's social interactions with other people in their context. Data analysis demonstrated that the interns seem to actively participate in the process of inclusion of students with disabilities and that, therefore, they can observe and evaluate the social and educational inconsistencies present on the school floor in relation to the service reserved for the target audience of Special Education and inclusive. The findings of this research give us clues about the importance of internships in teacher training and the vicissitudes observed in the educational practices of teachers who work in the inclusion processes of students with disabilities.