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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 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 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 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 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 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.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.