Di?logos intersetoriais para a promo??o da inclus?o educacional e o desenvolvimento das crian?as com a S?ndrome Cong?nita do Zika V?rus

• Ano de defesa: 2021
• Autor(a) principal: Fonseca, Julinete Vieira da
• Orientador(a): Pletsch, M?rcia Denise
• Banca de defesa: Pletsch, M?rcia Denise, Souza, Flavia Faissal de, S?, Miriam Ribeiro Calheiros de
• 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, Contextos Contempor?neos e Demandas Populares
• Departamento: Instituto Multidisciplinar de Nova Igua?u; Instituto de Educa??o
• País: Brasil
• Palavras-chave em Português: S?ndrome Cong?nita do Zika V?rus; Defici?ncia M?ltipla; Intersetorialidade; An?lise do Discurso; Pol?ticas de Educa??o Inclusiva; Educa??o Especial
• Palavras-chave em Inglês: Zika Virus Congenital Syndrome; Multiple Deficiency; Intersectionality; Discourse Analysis; Inclusive Education Policy; Special Education
• Área do conhecimento CNPq: Educa??o
• Link de acesso: https://tede.ufrrj.br/jspui/handle/jspui/6568

The present dissertation has the purpose of analyzing the conceptions about intersectionality from the discourses of the professionals who work in the fields of education, health care and social work, regarding the attendance and inclusion of children with ZVCS in the municipality of Duque de Caxias in the State of Rio de Janeiro. Methodologically, it consists of a qualitative approach of the Case Study kind. For data collection procedure we opted for individual interviews partially structured along with professionals who work in the municipal public system of education, health care and social work. The study was done taking the analysis of the discourse anchored on the perspective of Dominique Maingueneau as a theoretical reference. From this strand we catalogued some concepts that will guide the reflections upon the body of research. The data from this investigation demonstrate that intersectionality has been strengthened via the official documents that guide inclusive education policies. Besides that there is a true concern, on the part of the professionals that got interviewed, to promote intersectionality even if it still frailly presents itself in practical terms in the lives of children with ZVCS and their families. From the data built upon we recognize that intersectionality reveals itself as an important articulation mechanism, potentializing the actions between sectors in order to put into effect educational and social inclusion and improvement in the life conditions of children with ZVCS and their families, in order to guarantee the principles of human rights as proposed in the Constitution of 1988. In view that the initiative of proposing the intersectionality came from the educational field, in this way we consider that school becomes the protagonist in the articulation of the intersectional dialogue directed towards the integral attendance of these children, considering the context and particulars of this population. We hope to contribute to the expansion of researches on intersectionality with proposals that enable the inclusive perspective in the learning process and full development of children with ZVCS.