A escolarização de alunos com deficiência : políticas instituídas e práticas educativas

• Ano de defesa: 2017
• Autor(a) principal: Effgen, Ariadna Pereira Siqueira
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Doutorado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Special Education; School inclusion; Pedagogical Practices; Éducation Spéciale; Inclusion Scolaire; Pratiques Pédagogiques; Educação Especial; Inclusão escolar; Práticas pedagógicas; Escolarização; Pesquisa-ação em educação; Prática de ensino; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/8531

This study was developed from March 2014 to December 2015, in a Primary and Secondary School of Serra (a municipality in the State of Espírito Santo, Brazil). It focuses on thinking about the schooling processes of students who are the target audience of Special Education, through the collaborative work of the researcher and the specialist teacher with the regular classroom teacher. We also analyzed, along with a student with Global Developmental Disorders, pedagogical mediation strategies that provide the constitution of processes that enable the experience of written language as one of the multiple learning languages, and the use of alternative and expanded communication as necessary elements for the learning and development of the student. The study relies on the contributions of Matrix of Historical-Cultural Psychology and Historical-Critical Pedagogy. Thus, it dialogues with theoretical constructs that help us explore the issue of learning and development through mediation and pedagogical practice in the classroom. For the discussion of issues relating to the process of appropriation, learning and development, we dialogue with the works of Vygotsky, Malik, Góes, Saviani and Duarte; in the educational field, with Meirieu, Drago and Sforni; and in Special Education, with researchers such as Jesus, Vasques and Baptista. As a theoretical-methodological perspective, it is based on assumptions of collaborative-critical research, as a means to build alternatives to the school so that all students can access knowledge, that is, so everyone can learn. It was observed, through data analysis, that pedagogical practices can be a powerful route to ensure access to mediated knowledge in school; teacher mediation is the foundation for the student's process of appropriation, learning and development; there is a constant need to resume the discussions about pedagogical practice, in moments of continuing education in context. Collaborative-critical action research has enabled us to create collaborative alternative movements to the space-time of the educational context, in order to enhance the process of education of students who are also attended by Special Education. It is essential that in the teaching process the professor counts on different supports to enhance the actions in the regular classroom as the guarantee of the right to education of all students.