Trajet?rias da inclus?o e caminhos de forma??o: percurso escolar de estudantes com defici?ncia visual no Curso T?cnico em Agropecu?ria do IFCE Campus Crato

• Ano de defesa: 2018
• Autor(a) principal: Silva, Cleonice Almeida da
• Orientador(a): Ramos, Jos? Ricardo da Silva
• Banca de defesa: Ramos, Jos? Ricardo da Silva, Sart?rio, Lucia Aparecida Valadares, Oliveira, Marinalva Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural do Rio de Janeiro
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Educa??o Agr?cola
• Departamento: Instituto de Agronomia
• País: Brasil
• Palavras-chave em Português: Deficientes visuais; Educa??o inclusiva; Trajet?rias escolares
• Palavras-chave em Inglês: Visually impaired; Inclusive education; School trajectories
• Área do conhecimento CNPq: Educa??o
• Link de acesso: https://tede.ufrrj.br/jspui/handle/jspui/5406

The present study had as goal to understand how it was organized the process of inclusion with two students with visual impairment, one with blindness and the other with low sight, both graduates in the Agriculture Technical Course of the IFCE ? Campus Crato, from the narrative of their personal/private/ collaborative experiences during the three years that have remained in this institution. To reach this purpose, we searched to record the memories of the school trajectory of these students and describing their perceptions about the vocational education in the perspective of inclusive education. From the narratives it was possible to verify the strategies that contributed to access, permanence, learning and conclusion in the Agriculture Technical Course, as well as to analyze the legislation that incorporates school inclusion which incorporates school inclusion and examines that structural aspects related to the physical and architectural accessibility of campus Crato. It was made a bibliographical review on the historical, legislation, vocational training and teaching strategies for visually impaired students, and the role of the teacher in face of the challenges shown by inclusive education. This work was characterized as a social research, and a qualitative approach. As a methodological option were used the pedagogical stories of each student, since that both have tools that allow to know the process of schooling of the subjects of the research. We used as technical interviews recorded narratives, which were then transcribed and analyzed. The narratives revealed as a result that blindness and low sight were not determinant factors for exclusion and despite of the pedagogical gaps of several nature found in the IFCE ? Campus Crato that it became hard the formation can be affirmed that students were partially included.