Reflexão sobre o processo de inclusão de pessoas portadoras de sofrimentos psíquicos na Educação de Jovens e Adultos EJA, numa escola confessional Metodista, em Porto Alegre

• Ano de defesa: 2007
• Autor(a) principal: Lima, Lêda Pinto Bandeira
• Orientador(a): Streck, Gisela Isolde Waechter
• Banca de defesa: Wachs, Manfredo Carlos , Andreola, Balduino Antonio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Faculdades EST
• Programa de Pós-Graduação: Programa de Teologia
• Departamento: Teologia
• País: BR
• Palavras-chave em Português: Integração; Inclusão; Necessidades educacionais especiais; Educação de jovens e adultos; Currículo; Avaliação; Prática docente; RELIGIÃO E EDUCAÇÃO
• Palavras-chave em Inglês: Integration; Inclusion; Special educational needs; Yound and adult education; Curriculum; Evaluation; Teaching Practice
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::TEOLOGIA
• Link de acesso: http://dspace.est.edu.br:8080/xmlui/handle/BR-SlFE/576

Aiming at reflecting on the inclusion of people with psychological suffering in Young and Adult Education (EJA), I have considered, in this research. some basic notions, such as integration, inclusion, special education, inclusive education, curriculum and evaluation. Thence I was able to start the research in a confessional Methodist institution in Porto Alegre, which is committed, from its foundation, to include people with special educational needs. Through this research, it has been analyzed and concluded that there is the effective use of an adequate curriculum and a differentiated means of evaluation to these people through a committed teaching practice and an intitutional posture coherent to its principles and mission. Nevertheless, it is important to consider that inclusion is a continuous process and that the institutional practice should be always re-evaluated so that it is maintained according to its objectives and ideals.