Inclusão escolar de alunos com necessidades educacionais especiais no segundo segmento do ensino fundamental em um espaço de excelência acadêmica

• Ano de defesa: 2015
• Autor(a) principal: Vianna, Márcia Marin
• Orientador(a): Glat, Rosana
• Banca de defesa: Senna, Luiz Antônio Gomes , Tura, Maria de Lourdes Rangel , Pletsch, Márcia Denise , Ferreira, Windyz Brazão
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação e Humanidades::Faculdade de Educação
• País: BR
• Palavras-chave em Português: Inclusão Escolar de Alunos com Necessidades Educacionais Especiais; Práticas Pedagógicas Diferenciadas; Segundo Segmento do Ensino Fundamental; Escola de Excelência; Educação Estudo e ensino; Inclusão escolar; Ensino fundamental Brasil
• Palavras-chave em Inglês: School Inclusion of Students with Special Educational Needs; Differentiated Pedagogical Practices; Second Segment of Elementary School; School Of Excellence
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/10405

This research involves school inclusion of students with special educational needs, in the second segment of elementary school of a federal public institution. Considered for its academic outstanding and attested by external evaluation, the institution is also marked by mechanisms of meritocracy and exclusion. In addition to classification by performance, the conception of academic excellence adopted in this study aims at the ideal of education for all. And the concept of inclusion involves access, constancy and learning. Accordingly, the main problem is related to teaching students with special educational needs attending ordinary classes, in more advanced school years, inside an institution that had not previously dealt with this group. The objectives of the study were to analyze pedagogical practices developed inside an ordinary group that includes students with special educational needs and then to construct a theoretical and practical body with curriculum guidelines and conceptual reflections on the education of these students. It deals with a field research of qualitative reach, whose methodology used was the case study performed in a 8th grade school class, in Colégio Pedro II. The focus group participants were eight students with special educational needs, some teachers of the class, the teacher of multifunctional resource room, the educational director of the campus, a specialist in educational issues and the general coordinator of special education in the school. To data collection run, interviews and analysis of school documents were used. Under the pedagogical aspect, the data permitted to ascertain that a school of excellence is potentially a favorable place for the development of inclusion actions, by the working conditions and institutional structure available. However, even with well-planned teaching methods and the use of various resources and good interaction between teachers and students, students with special educational needs demanded, in most cases, a differentiated support. The study indicated the essential role of special education in the development of inclusion actions through the presence of a specialized support teacher at school. The performance of this teacher is highlighted in collaborative education system in the class in question, which proved, according to the evaluation of school teachers and educational staff, to be an effective strategy of support of inclusion.The performance of this specialized teacher in special education also derived the formation of an internal support network, organized by specific subjects teachers who gave lessons, sometimes private tutoring, in the resource room for students with special needs, which is relevant in the structure of the second segment. The analysis highlighted also some significant psychosocial aspects in the process of school inclusion. Relations between teachers and students with special needs and students with each other showed, depending according to the circumstances, posturing of receptiveness or withdrawal, pointing to an issue that deserves further investigation. Finally, the study unveiled a reality in which the participation of students with special needs in the second segment initiated reflections and actions that have influenced the constitution of a new school culture