A participa??o da crian?a com defici?ncia no contexto da educa??o infantil
Ano de defesa: | 2019 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
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: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://tede2.pucrs.br/tede2/handle/tede/8533 |
Resumo: | This research has as its theme the "Participation of Children with Disabilities in the Context of Early Childhood Education". It is a study that analyzes the participation of children with disabilities in the context of Early Childhood Education, as well as identifying the moments in which this participation occurs and the factors that influence it. For the composition of the theoretical reference it was sought to define, in historical, legal and conceptual terms, Early Childhood Education and Inclusive Education. Following, the concept of participation in the perspective of Christine Imms et al. (2016). This work was developed through a qualitative exploratory methodology, with a Case Study of a child with a disability, based on the data collected at a Municipal School of Early Childhood Education, in Porto Alegre. Through the Content Analysis of Bardin (2016) it was possible to analyze participant observation, field diary, questionnaires and semi-structured interview. From this, two categories were created: contexts of participation of children with disabilities; and, the educators' perception. It was possible to perceive and analyze the participation of a child with disability in three different situations: by playing free/alone; of interactions with others; and, through the moments directed by educators. These three moments allowed the identification of 10 factors that influenced the child's participation: self-regulation; competence; educational spaces; interaction; intervention of the educator; freedom of choice; preferences; sense of self; time; and, affective bond. Rather than allowing the child with disabilities to be present at various times, it is essential to involve her, thus giving her full participation. For this, educators need to understand in greater depth the concept of participation and its importance for the development and learning of children. The participation of children contributes significantly to effective school inclusion; however, inclusion is only be sustained if educators as well as the school have a qualified support network and this covers families and the community. In addition, it is fundamental to understand the individuality of each subject in its totality, its needs, difficulties and potentialities, in order to provide opportunities for learning and development for all students, aiming at an integral formation, as well as the construction of a just, democratic and inclusive society. |
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Rozek, Marlenehttp://lattes.cnpq.br/9805109814842902http://lattes.cnpq.br/1623538183223463Santos, Priscila Brasil dos2019-04-23T19:52:38Z2019-03-14http://tede2.pucrs.br/tede2/handle/tede/8533This research has as its theme the "Participation of Children with Disabilities in the Context of Early Childhood Education". It is a study that analyzes the participation of children with disabilities in the context of Early Childhood Education, as well as identifying the moments in which this participation occurs and the factors that influence it. For the composition of the theoretical reference it was sought to define, in historical, legal and conceptual terms, Early Childhood Education and Inclusive Education. Following, the concept of participation in the perspective of Christine Imms et al. (2016). This work was developed through a qualitative exploratory methodology, with a Case Study of a child with a disability, based on the data collected at a Municipal School of Early Childhood Education, in Porto Alegre. Through the Content Analysis of Bardin (2016) it was possible to analyze participant observation, field diary, questionnaires and semi-structured interview. From this, two categories were created: contexts of participation of children with disabilities; and, the educators' perception. It was possible to perceive and analyze the participation of a child with disability in three different situations: by playing free/alone; of interactions with others; and, through the moments directed by educators. These three moments allowed the identification of 10 factors that influenced the child's participation: self-regulation; competence; educational spaces; interaction; intervention of the educator; freedom of choice; preferences; sense of self; time; and, affective bond. Rather than allowing the child with disabilities to be present at various times, it is essential to involve her, thus giving her full participation. For this, educators need to understand in greater depth the concept of participation and its importance for the development and learning of children. The participation of children contributes significantly to effective school inclusion; however, inclusion is only be sustained if educators as well as the school have a qualified support network and this covers families and the community. In addition, it is fundamental to understand the individuality of each subject in its totality, its needs, difficulties and potentialities, in order to provide opportunities for learning and development for all students, aiming at an integral formation, as well as the construction of a just, democratic and inclusive society.Esta pesquisa tem como tema ?A Participa??o da Crian?a com Defici?ncia no Contexto da Educa??o Infantil?. Trata-se de um estudo que analisa a participa??o da crian?a com defici?ncia no contexto da Educa??o Infantil, bem como identifica os momentos em que ocorre a participa??o e os fatores intervenientes. Para a composi??o do referencial te?rico buscou-se definir em termos hist?ricos, legais e conceituais a Educa??o Infantil e a Educa??o Inclusiva. Na sequ?ncia, apresentou-se o conceito de participa??o na perspectiva de Christine Imms et al. (2016). Este trabalho foi desenvolvido por meio de uma metodologia qualitativa de cunho explorat?rio, com caracter?stica de Estudo de Caso de uma crian?a com defici?ncia, com base nos dados coletados em uma Escola Municipal de Educa??o Infantil de Porto Alegre. Por meio da An?lise de Conte?do de Bardin (2016) foi poss?vel analisar os dados provenientes da observa??o participante, di?rio de campo, question?rios e entrevista semiestruturada. A partir disso, foram criadas duas categorias: contextos de participa??o da crian?a com defici?ncia; e, percep??o das educadoras. Foi poss?vel perceber e analisar a participa??o de uma crian?a com defici?ncia em tr?s diferentes situa??es: por meio do brincar livre/sozinho; das intera??es com os outros; e, por meio dos momentos dirigidos pelos educadores. Esses tr?s momentos possibilitaram a identifica??o de 10 fatores que influenciaram na participa??o da referida crian?a, sendo eles: autorregula??o; compet?ncias; espa?os educadores; intera??o; interven??o do educador; liberdade de escolha; prefer?ncias; senso de si mesmo; tempo; e, v?nculo afetivo. Mais do que permitir que a crian?a com defici?ncia esteja presente nos diversos momentos, ? essencial envolv?-la, oportunizando, assim, a sua participa??o integral. Para isso, os educadores precisam compreender de forma mais aprofundada o conceito de participa??o e a sua import?ncia para o desenvolvimento e a aprendizagem das crian?as. A participa??o da crian?a contribui de forma significativa para a efetiva inclus?o escolar; todavia, a inclus?o s? se sustenta se os educadores, bem como a escola tiverem uma rede de apoio qualificada e isso abrange as fam?lias e a comunidade. Al?m disso, ? fundamental compreender a individualidade de cada sujeito na sua totalidade, suas necessidades, dificuldades e potencialidades, a fim de oportunizar momentos de aprendizagem e desenvolvimento a todas as crian?as, visando uma forma??o integral, bem como a constru??o de uma sociedade justa, democr?tica e inclusiva.Submitted by PPG Educa??o (educacao-pg@pucrs.br) on 2019-04-09T13:07:40Z No. of bitstreams: 1 PRISCILA_BRASIL_DOS_SANTOS.pdf: 2623813 bytes, checksum: 1211190a5cc95446368546f6cf09767f (MD5)Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2019-04-23T19:42:03Z (GMT) No. of bitstreams: 1 PRISCILA_BRASIL_DOS_SANTOS.pdf: 2623813 bytes, checksum: 1211190a5cc95446368546f6cf09767f (MD5)Made available in DSpace on 2019-04-23T19:52:38Z (GMT). No. of bitstreams: 1 PRISCILA_BRASIL_DOS_SANTOS.pdf: 2623813 bytes, checksum: 1211190a5cc95446368546f6cf09767f (MD5) Previous issue date: 2019-03-14Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPESapplication/pdfhttp://tede2.pucrs.br:80/tede2/retrieve/174667/PRISCILA_BRASIL_DOS_SANTOS.pdf.jpgporPontif?cia Universidade Cat?lica do Rio Grande do SulPrograma de P?s-Gradua??o em Educa??oPUCRSBrasilEscola de HumanidadesParticipa??oCrian?aDefici?nciaEduca??o InclusivaEduca??o InfantilCIENCIAS HUMANAS::EDUCACAOA participa??o da crian?a com defici?ncia no contexto da educa??o infantilinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisTrabalho n?o apresenta restri??o para publica??o835114043944023484500500500600-6557531471218110192-2403458189103523673590462550136975366info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_RSinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSTHUMBNAILPRISCILA_BRASIL_DOS_SANTOS.pdf.jpgPRISCILA_BRASIL_DOS_SANTOS.pdf.jpgimage/jpeg5254http://tede2.pucrs.br/tede2/bitstream/tede/8533/4/PRISCILA_BRASIL_DOS_SANTOS.pdf.jpg3f3d548a958af843b5c8a1047fece2f6MD54TEXTPRISCILA_BRASIL_DOS_SANTOS.pdf.txtPRISCILA_BRASIL_DOS_SANTOS.pdf.txttext/plain295800http://tede2.pucrs.br/tede2/bitstream/tede/8533/3/PRISCILA_BRASIL_DOS_SANTOS.pdf.txt123c3f3cb12e60f251a2ef6be8447071MD53ORIGINALPRISCILA_BRASIL_DOS_SANTOS.pdfPRISCILA_BRASIL_DOS_SANTOS.pdfapplication/pdf2623813http://tede2.pucrs.br/tede2/bitstream/tede/8533/2/PRISCILA_BRASIL_DOS_SANTOS.pdf1211190a5cc95446368546f6cf09767fMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-8590http://tede2.pucrs.br/tede2/bitstream/tede/8533/1/license.txt220e11f2d3ba5354f917c7035aadef24MD51tede/85332019-04-23 20:00:42.982oai:tede2.pucrs.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.pucrs.br/tede2/PRIhttps://tede2.pucrs.br/oai/requestbiblioteca.central@pucrs.br||opendoar:2019-04-23T23:00:42Biblioteca Digital de Teses e Dissertações da PUC_RS - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.por.fl_str_mv |
A participa??o da crian?a com defici?ncia no contexto da educa??o infantil |
title |
A participa??o da crian?a com defici?ncia no contexto da educa??o infantil |
spellingShingle |
A participa??o da crian?a com defici?ncia no contexto da educa??o infantil Santos, Priscila Brasil dos Participa??o Crian?a Defici?ncia Educa??o Inclusiva Educa??o Infantil CIENCIAS HUMANAS::EDUCACAO |
title_short |
A participa??o da crian?a com defici?ncia no contexto da educa??o infantil |
title_full |
A participa??o da crian?a com defici?ncia no contexto da educa??o infantil |
title_fullStr |
A participa??o da crian?a com defici?ncia no contexto da educa??o infantil |
title_full_unstemmed |
A participa??o da crian?a com defici?ncia no contexto da educa??o infantil |
title_sort |
A participa??o da crian?a com defici?ncia no contexto da educa??o infantil |
author |
Santos, Priscila Brasil dos |
author_facet |
Santos, Priscila Brasil dos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Rozek, Marlene |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9805109814842902 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1623538183223463 |
dc.contributor.author.fl_str_mv |
Santos, Priscila Brasil dos |
contributor_str_mv |
Rozek, Marlene |
dc.subject.por.fl_str_mv |
Participa??o Crian?a Defici?ncia Educa??o Inclusiva Educa??o Infantil |
topic |
Participa??o Crian?a Defici?ncia Educa??o Inclusiva Educa??o Infantil CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This research has as its theme the "Participation of Children with Disabilities in the Context of Early Childhood Education". It is a study that analyzes the participation of children with disabilities in the context of Early Childhood Education, as well as identifying the moments in which this participation occurs and the factors that influence it. For the composition of the theoretical reference it was sought to define, in historical, legal and conceptual terms, Early Childhood Education and Inclusive Education. Following, the concept of participation in the perspective of Christine Imms et al. (2016). This work was developed through a qualitative exploratory methodology, with a Case Study of a child with a disability, based on the data collected at a Municipal School of Early Childhood Education, in Porto Alegre. Through the Content Analysis of Bardin (2016) it was possible to analyze participant observation, field diary, questionnaires and semi-structured interview. From this, two categories were created: contexts of participation of children with disabilities; and, the educators' perception. It was possible to perceive and analyze the participation of a child with disability in three different situations: by playing free/alone; of interactions with others; and, through the moments directed by educators. These three moments allowed the identification of 10 factors that influenced the child's participation: self-regulation; competence; educational spaces; interaction; intervention of the educator; freedom of choice; preferences; sense of self; time; and, affective bond. Rather than allowing the child with disabilities to be present at various times, it is essential to involve her, thus giving her full participation. For this, educators need to understand in greater depth the concept of participation and its importance for the development and learning of children. The participation of children contributes significantly to effective school inclusion; however, inclusion is only be sustained if educators as well as the school have a qualified support network and this covers families and the community. In addition, it is fundamental to understand the individuality of each subject in its totality, its needs, difficulties and potentialities, in order to provide opportunities for learning and development for all students, aiming at an integral formation, as well as the construction of a just, democratic and inclusive society. |
publishDate |
2019 |
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2019-04-23T19:52:38Z |
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2019-03-14 |
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500 500 500 600 |
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Pontif?cia Universidade Cat?lica do Rio Grande do Sul |
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Programa de P?s-Gradua??o em Educa??o |
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Escola de Humanidades |
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