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Item Cidadania das pessoas com deficiência visual no Estado de Goiás ADVEG: trajetória, organização e discurso(Universidade Federal de Goiás, 2009-05-13) ALMEIDA, Rejane Cleide Medeiros de; ALMEIDA, Dulce Barros de; lattes.cnpq.br/5384930171127449This study is the result of an investigation carried out in the Master of Education program and it is linked to the research area of Teacher Training at the School of Education of Universidade Federal de Goiás. It focuses on Associação dos Deficientes Visuais do Estado de Goiás (ADVEG) (Association for the Visually Handicapped of Goiás State) in order to analyze the meaning attributed to the concept of citizenship. The study is based on the assumption that actions performed by the visually handicapped contribute to the formation of a political culture that is capable of promoting changes in their lives. This is especially true with regards to the emergence of citizen rights, a new concept of justice, and democratic practices. Theoretical references were extracted from the works of Almeida (1992; 2003), Cruz (2004; 2005), Dagnino (1994; 2002; 2004; 2006), Arendt (1989; 2001; 2007a; 2007b; 2007c; 2007d), and Gohn (1999; 2002; 2003; 2007a; 2007b). By recovering historical aspects of social movements, this research investigated characteristics of the trajectory of organization of visually handicapped people. The aim was to understand the dynamics of this trajectory and, above all, to reveal how this social condition is constructed, as far as the role these people attribute to citizenship is concerned. This study case consists of a qualitative empirical research involving twenty members of ADVEG and it employed semi-structured interviews, observations, and documental analysis in the city of Goiânia. Results indicate that the inclusion of visually handicapped people in the job market remains limited, which reveals a sense of citizenship composed of rights under the perspective of legal achievements previously defined by legislation. This is seldom put into practice, but it is linked to a strategy conveyed by dominant classes and by the State; this strategy aims at a social inclusion policy as a juridical and political condition that is crucial for the implementation of the reigning economic modelItem A inclusão de alunos com Síndrome de Down em escolas de Goiânia(Universidade Federal de Goiás, 2007-09-03) GUNDIM, Shirley Macedo; LOUREIRO, Marcos Corrêa da Silva; http://lattes.cnpq.br/1129343704089942; ALMEIDA, Dulce Barros de; lattes.cnpq.br/5384930171127449This study aims to analyze how it is the inclusion of students with Down syndrome in the context of mainstream schools of basic education, early in the process of schooling. A qualitative study of the type of case study focused on two students with Down syndrome inserted into two schools: one public and one private, both in the city of Goiania. As methodological strategies were used to observe classes in two schools, interviews, literature and document analysis. Data analysis was performed from one direction is vested in dialectical and historical materialism, based on this approach, we sought to establish categories that were chosen from the instruments used. This study is based on the concept of diversity as a contemporary movement that recognizes and values of multiculturalism, an aspect also of critical pedagogy. As the line of research is called Training and rofessionalization, we investigated the conceptions of teachers in relation to a student with Down syndrome and their practices. It was found in both schools the lack of commitments that interfere with the learning of students with Down syndrome and, consequently, no use of appropriate methodologies. It was also the accompanying negative social representation of students with this syndrome. These findings emphasize the contradiction between the neoliberal discourse of inclusion and the need for an educational practice based on a guarantee of constitutional law. They point to the need for a change in the design of inclusive education in the educational context, because, in practice, students who do not fit the "labels" are included, in fact, most excluded. It follows therefore that the inclusion may enable significant changes in school as the diversity among all students is recognized.Item Concepções de inclusão escolar e linguagem: estudo de caso de alunos com alteração de fala e de linguagem incluídos na escola regular(Universidade Federal de Goiás, 2007-09-04) OLIVEIRA, Karla Suzane de; ALMEIDA, Dulce Barros de; lattes.cnpq.br/5384930171127449In the present study, we approach the scholar inclusion and language through a qualitative inquiry, characterized as a study of case. The instruments of collect of used data had been interviews, systematized observations in classroom and dialogues, and also bibliographical research and documents. We choose as the field of research a classroom in the interior of a regular school referred as Inclusive School of Reference (EIR), in the city of Goiânia, which there were registered, among other pupils, two children who had constituted the object of our research, one of them with cerebral paralysis and another one with mental deficiency, both with alteration of speak and language. This school is part of the State Program of Education for the Diversity in an Inclusive Perspective of the Superintendence of Especial Education (PEEDI/SUEE/SEE). The following problem was delineated to be investigated: how do teachers and pupils with alteration of speak and language deal with the inclusion from the implanted inclusive politics? For being tied with the research line Formation and Teaching Professionalization, the study in question had as objective to launch quarrels and to reflect about the inclusion process that is being developed in a school of regular education from its protagonists, so that teachers and specialists can do a work more articulated and integrated regarding to the inclusion of the people with deficiency, over all those with alteration of speak and language. For the study of case a historical treatment to the observed situation was attributed, with effort to understand the current situation of the scholar inclusion and all the dynamics that comes being produced since the politics implanted until the possible repercussion of these in classroom. About the aspect of the language, we performed a course by the socio-historical-cultural and by the psychoanalysis. Our theoretical referencial related to inclusion passed by the quarrels of Marques/UFJF (2000, 2001, 2003); Freitas/UNICAMP 2000,2002);Mantoan/UNICAMP (2001, 2003, 2006); Napoleão Freitas UFSM (2006);Stainback and Stainback (1999) of EUA and Mitller (2003) of England. The inquiry led to the following categories of analysis: conception of inclusion, services of support to the inclusion, pedagogical practice and development of speaks and language. The results pointed to the respect to the practical effects of the educational politics and to the way as the involved agents in education are dealing with the inclusive education. The results had also considered the importance of not only including the pupils in the structure of the inclusive school as well as in the discursive structure of classroom. As we think, this work constitutes a promising beginning of some reflections that are urgent and necessary for the pupils with alteration of speak and language inclusion in the regular schoolsItem ESCOLA INCLUSIVA NA REDE ESTADUAL DE ENSINO NO MUNICÍPIO DE RIO VERDE/GO(Universidade Federal de Goiás, 2008-11-28) REZENDE, Aparecida Maira de Mendonça; ALMEIDA, Dulce Barros de; lattes.cnpq.br/5384930171127449Within the research line Teacher Education and Professionalization , this study aims at understanding the School Inclusion Proposal in Rio Verde GO, verifying how schools are organized and how they structure teaching to cater for disabled students needs in order to guarantee the necessary conditions for a quality education. To achieve this objective, we studied the historical background of special and inclusive education in Europe and the United States, which have influenced actions to help disabled people in Brazil, from the 1960s on, when these types of education were included in public policies. We also studied the historical background of special and inclusive education in Goiás and Rio Verde. We looked into the perspective of the SRE administrators, headmasters, pedagogical coordinators and teachers of 4 general schools called Inclusive Schools. One of them is considered a Reference School, because it was the pioneer in inclusive education in town. This study had a qualitative research in a descriptive-reflexive approach as reference. Data were collected simultaneously through semi-structured interviews (with SRE/Rio Verde Administrators, Headmasters, Pedagogical Coordinators and Teachers), analysis of primary and secondary documents (such as Laws, Ordinances, Decrees and Resolutions which give guidelines to national, state and municipal inclusive education, and the political pedagogical project from those schools) as well as information gathered in non-scheduled meetings at the schools. The analysis was based in the theoretical reference of Vygotsky, Stainback & Stainback, Mantoan, Sassaki and Almeida, among others, which enabled the building of more knowledge about the Inclusive School and aspects related to disabled people in their multiple relationships with normal people, in the general school context. At the end, reflections were presented as a way to contribute to the improvement of the inclusive school process under way in the researched municipality.