Um estudo fenomenológico sobre o processo de representatividade em uma EMEF de São Paulo: em foco protagonistas da inclusão de educandos com deficiência intelectual

• Ano de defesa: 2015
• Autor(a) principal: Murahara, Flavio Kenji
• Orientador(a): Gomes, Luciana Szymanski Ribeiro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
• Departamento: Psicologia
• País: BR
• Palavras-chave em Português: Deficiência intelectual; Educação inclusiva; Fenomenologia; Merleau-Ponty; Representatividade
• Palavras-chave em Inglês: Inclusive education; Intellectual disability; Phenomenology; Representativeness
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL
• Link de acesso: https://tede2.pucsp.br/handle/handle/16209

This study consisted on a phenomenological study about the representativeness process of scholars with intellectual disability in a public school of São Paulo. The aim of the study was to investigate how the inclusion actors comprehended this process. The first theoretical chapter contained a discussion about the intellectual disability while the second chapter discussed the concepts of inclusive education, social movements and inclusive practices in the school. Regarding the method, the epistemological aspects were initially introduced, followed by the descriptions of preparatory meetings and all activities related to representativeness in among the scholars. The chosen approach was the reflective interview, and the participants were: the SAAI educator, the representative scholars, the pedagogical coordinators and the mother of a representative scholar. The analysis of the data has shown that the process of representativeness was comprehended, in its educative dimension, by a wide variety of aspects. On the other hand, the theoretical studies and the analysis indicated a dichotomy among the social participation and inclusive education. Becoming a representative was a very meaningful experience for the scholars with intellectual disabilities. Furthermore, having their opinion expressed and the sensibility of being comprehended are the basis of an effective school participation. We realized that it is important for the school to make adaptations as a guarantee for the scholars with intellectual disability to get involved in a representative environment. Finally, the present research may contribute to future discussions about public policies, that should aim on the appropriation of the representative spaces in school and on the encouragement of the active participation of scholars with intellectual disability