Educação escolar da pessoa com deficiência e/ou necessidades especiais na escola de tempo integral
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2017-08-18
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Universidade Federal de Goiás
Resumo
This work is inserted in the research line Culture and Educational Processes, which integrates the
Post-Graduate Program in Education of the Faculty of Education of University
Federal of Goiás and had funding by the Goiás State Research Foundation – FAPEG. The purpose
of this study was to understand the project of integral education (human education) for students
with disabilities and/or special needs in full-time school, more precisely at the EMEI Monteiro
Lobato, in the city of Aparecida de Goiânia - GO. In this sense, it sought to identify what legal and
pedagogical policy frameworks, which guide work in full-time educational institutions affirm with
respect to Special Education in an Inclusive perspective; It understands how school time has been
organized for the performance of specialized educational services, since the activities of the
Specialized Educational Assistance (AEE) and the curricular activities of the full-time school take
place in the counter-shift, conceiving that it is a function Of the school to socialize the knowledge
historically accumulated to all. To apprehend the meanings and meanings of teachers about being a
teacher in full - time schools for the targeted public education students. When mapping, in the
thesis bank of CAPES, we understand that there are few studies in the state of Goiás that address
this theme, which indicated the need to broaden the discussions about the teaching - learning of
these students in this context of the full - time school. Taking as a guideline the method in Marx,
this investigation is configured as a bibliographical - documentary and field, whose procedure for
data collection was the semistructured interview recorded in audio with teachers of EMEI
Monteiro Lobato, in order to apprehend the senses and meanings Teachers' about these issues, as
well as observation, which allowed us to capture in more detail the school context and its various
connections. The analyzes of the data obtained were based on the theoretical - philosophical
assumptions of Historical - Critical Pedagogy (SAVIANI, 2013) and Historical - Cultural
Psychology (VYGOTSKI, 1997). The results obtained from this research revealed a assistance
project to people with disabilities and / or special needs that overlaps the pedagogic. Due to the
precarious working conditions, with professional training due to the negligence of the target
audience of special education, reinforcing the phenomenon of excluding inclusion and/or alienated inclusion.
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LEITE, Michele de Mendonça. Educação escolar da pessoa com deficiência e/ou necessidades especiais na escola de tempo integral. 2017. 197 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Goiânia, 2017.