Inclus?o, experi?ncias e pr?ticas pedag?gicas : o atendimento educacional especializado na educa??o b?sica na perspectiva de Vygotsky

• Ano de defesa: 2018
• Autor(a) principal: Ziesmann, Cleusa In?s
• Orientador(a): Guilherme, Alexandre Anselmo
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontif?cia Universidade Cat?lica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Educa??o
• Departamento: Escola de Humanidades
• País: Brasil
• Palavras-chave em Português: Atendimento Educacional Especializado; Teoria Hist?rico-Cultural; Educa??o Inclusiva; Forma??o Docente
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/8421

The schools are spaces of the construction of autonomous subjects, thinking beings, critics, creatives and questioners (MANTOAN, 2013). One of the great challenges of our Educational Institutions is to provide student?s access to quality education at all levels of education, respecting their cultural and social differences to make them citizens active in society. Since, this study has as a research problem: to understand how the teachers of the Municipality of Santa Rosa (RS), who work in the classrooms of Specialized Educational Attendance (SPA) and in the classrooms of the Regular Education, understand and effect the inclusion in the school-based. From this, it was attempted to identify the conceptions of the teachers of the SEA classrooms and of the Regular Teaching Classrooms, on inclusion and the importance of interpersonal relationships between the faculty and pupils, in order to provide potentially efficient practices in promoting effective inclusion. To meet our goals, a bibliographical survey was carried out from the principles of the State of the Art, in the theses banks in the BDTD and scientific articles in magazines with which A1 and A2 of Capes to compose the State of the Art and yet a research of field of qualitative nature and some quantitative data, using the case study (YIN, 2005). The research was carried out in two Institutions that have students included in the Municipal Education System in Santa Rosa (RS). For the production of the data, we use the observation and interstructured interviews with 5 teachers who work in the classrooms of Regular Education and who have students included; 3 Special Educators working in the SEA and 4 classrooms monitors that attend students in these schools. The data were analyzed from the conceptions of Bardin (2011) with the content analysis. With the analysis of the information produced, categories and subcategories emerged that enabled us to understand a little more about the process of inclusion in schools. As a result, it was found that it is still very difficult for teachers to include students with disabilities in their classrooms and also that they have many difficulties in developing pedagogical practices whose instruments and means can come to contemplate the needs of the students of these Institutions. We also realize that there is a need to reorganize training programmers that offer continuous training so that these educators can to turn, to act together with students with disabilities, taking into account the singularity of each and helping to overcome the difficulties that may arise. Therefore, from such observations, we hope that this study will be able to contribute by seeking new possibilities of understanding and reflection on the process of inclusion and the need to constitute interpersonal relations between the couple involved, end the attendance of children included in the schools is really so that it comes to meeting the respect the specifics of each subject and the rights to an education of quality.