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Item Uma escola inclusiva de referência no contexto da educação especial no estado de Goiás: um estudo de caso(Universidade Federal de Goiás, 2006-09-01) ALMEIDA, Gisella de Souza; ALMEIDA, Dulce Barros de; lattes.cnpq.br/5384930171127449This study seeks to understand the process of implementation and results of the Inclusive Education Proposal into the mainstream education system of the Goiás State. The Superintendence of Special Education, which is a sector of the State Secretariat of Education, is responsible for this proposal. By using a case study, this study looks at the Inclusive School of Reference (Escola Inclusiva de Referência EIR) located in the capital of the state, that is, the Goiânia city. Since 1999, the State Government of Goiás, implemented the Educating for Diversity State Programme that aims to disseminate and implement the national guidelines for inclusion. The Inclusive School of Reference is a central organization in developing this policy. Considering this, this study reviews the development of special education policy in the state of Goiás from 1990 as well as it describes and analyses how the inclusive education proposal happens into the school and in its classrooms. Data has been gathered by using observation, formal and informal interviews, documental analysis and other information collected in the school. A qualitative descriptive and reflective analysis of the data has been carried out by adopting the theoretical and methodological framework of the Phenomenology, by which the study tries to understand the school as a phenomenon in the field. Throughout the study, then, numerous questions have emerged, amongst these, what is an inclusive school of reference? Can the State of Goiás School of Reference be considered a reference? Why? Is Education, in its own rights, inclusive? Finally, perceptions and perspectives are enlightened by the study as a means to contribute to push inclusive education forward.Item Capacitação de professores de Classe Hospitalar em relação professor-aluno/paciente na perspectiva balintiana.(Universidade Federal de Goiás, 2008-08-22) BRANCO, Rita Francis Gonzalez Y Rodrigues; ALMEIDA, Dulce Barros de; lattes.cnpq.br/5384930171127449Search line: Culture and Educational Processes. Search object: Balint theory/Balint groups in the qualification of hospital classes teachers. Objective: study the qualification through Balint theory/Balint groups. Existential action search with the teachers of Projeto Hoje from SEE/GO. The analysis of the results shows 5 groups for discussion: identity of the hospital classes teachers; action-reflection-action; pedagogical act; pedagogical listening and transference/ contratransference. The discourse of the teachers was red about Balint theory. Conclusion: the teachers presented: the enlargement of the personal resilience; development of the pedagogical listening; the most perception of the defense mechanisms; comprehension of the illness process; comprehension of the limits and possibilities and the most discernment of the feelingsItem Higienizar, reabilitar e normalizar: a constituição da escola especial(Universidade Federal de Goiás, 2011-07-11) QUADROS, Cristiane de; ALMEIDA, Dulce Barros de; lattes.cnpq.br/5384930171127449The thesis here presented, linked to the research line Teacher Formation and Professionalization of the Postgraduate Program on Education at the Federal University of Goiás (UFG), in partnership with the Program of Academic Cooperation (Procad) and Doctorate Interinstitutional Program (Dinter) Procad/Capes/Dinter/UFT/UFG, has the aim to rescue the genesis and the historical meaning of disability. In other words, concerned to understand, from the madness history told by Foucault, the conception of disability stated/invented in the Modern Age and its implications in order to educate and legislate about disabled persons in Brazil. In this sense, highlight remnants from a certain culture from a certain file. Thus, the research seeks to mine in the fragmented history the special education not only the chronologic order of their development (dates and facts); is investigated by the archeology of its meaning, by discontinuities of its social structures. Therefore uses the sum of discourses about the madness, the abnormality/normality and the disability, which may offers us a history that helps to comprehend why and how the special school and the inclusion process, constituted as such nowadays. Furthermore, realize how the normality device is expressed in the special treatment as well in the way to legislate about disabled persons. It constitutes in a literature and documental research of a historical nature. Foucault is our main interlocutor in the discussions here presented, so that the author is used as a theoreticalmethodological reference in the research. The main consulted documents (LOPES, 1929), primary sources, correspond to the Archivos Brasileiros de Higiene Mental, belonging to the Liga Brasileira de Higiene Mental LBHM (Brazilian League for Mental Hygiene) (1925-1937), institution founded in Brazil by Gustavo Riedel in 1923. Other primary and secondary documents, from the Ministry of Education and why international recommendations were also consulted. The research allows to realize how the idea of being disabled or of being different was stated historic, social and culturally. The discussions about the processes of social exclusion/inclusion here shown set up the speeches that make present in the cultural context, educational and legal contemporaneous and underlie and constitute the institutional practices focused to the disabled or different persons. However, is verified that the concept of inclusion stated by the contemporaneity, notwithstanding that propose a new concept to comprehend the disabled remains to express, between the lines, the idea of standardization and control of the social body.Item Matemática inclusiva? O processo ensino-aprendizagem de Matemática no contexto da diversidade(Universidade Federal de Goiás, 2010-09-20) TEIXEIRA, Ricardo Antonio Gonçalves; ALMEIDA, Dulce Barros de; lattes.cnpq.br/5384930171127449This work is part of a research in Faculty Training and Professionalization from the Post-Graduate Program of the School of Education, Federal University of Goiás/Brazil, and was developed with the purpose of understanding the complexity of the process of teaching and learning mathematics from an inclusive perspective, conceived in diversity. To this end, we seek to analyze the existing relationships among inclusion,mathematics and mathematical education, taking as parameter the history of mathematics and its schooling in order to unveil the pathways, perspectives,actions,concepts and conceptions. Aimed at the development of a study that effectively envisions the transformation of the action and discourse actually experienced in the process of teaching and learning mathematics in the context of diversity, this work undertook a research project on a state level public school in the capital of Goiás, based on empirical data and bibliographical studies. The field school,referred by the Secretariat of State and Education of Goiás SEE,met the demands of study for it presents an overly complex démarche.By means of understanding the multiple relationships between mathematical education and the process of exclusion, we seek to analyze SEE s policies, programs and conceptions,as well as its structure, organization and operation. Equipped with information and eager for investigation, we enter the school field to carry out an action-research, within the assumptions of the systemic and integral action-research as proposed by André Morin, outlined under the five principles of analysis - contract, participation, change, discourse and action - and organized under four processes - planning,silent observation, planning for action, and the planned action using as reference the classroom s internal and external environments. We present, in analytical fashion, the results of the developed actions and conclude that it is possible to conceive a transforming mathematics which can effectively contribute to the social and cultural progress of the students. A transforming mathematics, however, demands from both the teacher and the school, as well as from the educational system, an inclusive perspective that embraces everybody, with no exceptions, and in order to reflect upon a mathematics approach under this perspective, it is necessary to comprehend inclusion in its multiple dimensions: historical, conceptual and conceptive.