A escola comum/educação especial: a relação da gestão com as práticas inclusivas
Ano de defesa: | 2015 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
|
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
Departamento: |
Educação
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/7190 |
Resumo: | This study is part of the Line of Research in Special Education of the Program for Graduate Studies in Education (PPGE), in the Federal University of Santa Maria (UFSM) and analyzes the effects of implementation of the National Policy for Special Education on the Perspective of Inclusive Education (BRASIL, 2008c) concerning the school management. We aimed to understand how are established the relations of managers of regular municipal schools with inclusive practices. The research is based on a qualitative approach, using as a research tool semi-structured interviews conducted with managers of municipal schools of the city of Santa Maria, Rio Grande do Sul. The pedagogical political projects were also analyzed. School choice criteria included those with students belonging to the target public of Special Education and offering the Educational Service Specialist (ESS). We analyzed data using the content analysis method (BARDIN, 2011), covering three categories: Special Education, Management in School and Pedagogical Policy Project (PPP). The theoretical background of this study is based on theoretical formulations of the categories listed. The results of the interviews show that the managers of the schools said they know and even point out some difficulties on the proposal of the National Policy on Special Education: 1) identification of the target public of the policy, which excludes students with learning disabilities, 2) difficulty of dialogue between teachers on regular and special classes concerning to the planning and information exchange about students and 3) reluctance related to the time to attend training. Managers, although point out the most frequently difficulties found in the implementation of this policy, still believe that their school is inclusive, because, for them, the fact that the philosophy of inclusion is provided in the PPP s already guarantees this prerogative. In the three schools researched, we observed in the PPP topics taken from the proposed policy, but which are not in accordance with the reality of the school and the speech of managers. It is noticed that these schools face difficulties in identifying the adopted actions and inclusive attitudes. Managers still believe that inclusion is not for all students and consider the special education target audience linked to ESS actions. |
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2016-02-162016-02-162015-05-26MONTEBLANCO, Valquirea Martins. Regular school/special education: managing the relationship with inclusive practices. 2015. 95 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2015.http://repositorio.ufsm.br/handle/1/7190This study is part of the Line of Research in Special Education of the Program for Graduate Studies in Education (PPGE), in the Federal University of Santa Maria (UFSM) and analyzes the effects of implementation of the National Policy for Special Education on the Perspective of Inclusive Education (BRASIL, 2008c) concerning the school management. We aimed to understand how are established the relations of managers of regular municipal schools with inclusive practices. The research is based on a qualitative approach, using as a research tool semi-structured interviews conducted with managers of municipal schools of the city of Santa Maria, Rio Grande do Sul. The pedagogical political projects were also analyzed. School choice criteria included those with students belonging to the target public of Special Education and offering the Educational Service Specialist (ESS). We analyzed data using the content analysis method (BARDIN, 2011), covering three categories: Special Education, Management in School and Pedagogical Policy Project (PPP). The theoretical background of this study is based on theoretical formulations of the categories listed. The results of the interviews show that the managers of the schools said they know and even point out some difficulties on the proposal of the National Policy on Special Education: 1) identification of the target public of the policy, which excludes students with learning disabilities, 2) difficulty of dialogue between teachers on regular and special classes concerning to the planning and information exchange about students and 3) reluctance related to the time to attend training. Managers, although point out the most frequently difficulties found in the implementation of this policy, still believe that their school is inclusive, because, for them, the fact that the philosophy of inclusion is provided in the PPP s already guarantees this prerogative. In the three schools researched, we observed in the PPP topics taken from the proposed policy, but which are not in accordance with the reality of the school and the speech of managers. It is noticed that these schools face difficulties in identifying the adopted actions and inclusive attitudes. Managers still believe that inclusion is not for all students and consider the special education target audience linked to ESS actions.O presente estudo insere-se na Linha de Pesquisa em Educação Especial do Programa de Pós-Graduação em Educação (PPGE), da Universidade Federal de Santa Maria (UFSM) e analisa os efeitos da implementação da Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva (BRASIL, 2008c) no que se refere à gestão escolar. O objetivo foi entender como se processam as relações dos gestores de escolas regulares da rede municipal de ensino com as práticas inclusivas. A pesquisa ancora-se em uma abordagem qualitativa, tendo como instrumento de investigação entrevistas semiestruturadas realizadas com os gestores de escolas municipais da cidade de Santa Maria, Rio Grande do Sul. Os projetos políticos pedagógicos também foram analisados. Os critérios de escolha das escolas incluíram aquelas com matrículas de estudantes público-alvo da Educação Especial e que oferecem o Atendimento Educacional Especializado (AEE). Para o tratamento dos dados, foi utilizado o método de Análise de Conteúdo (BARDIN, 2011), contemplando três categorias: Educação Especial, Gestão na Escola e Projeto Político Pedagógico (PPP). O aporte teórico deste estudo se orienta com base nas formulações teóricas das categorias elencadas. Os resultados das entrevistas mostram que os gestores das escolas pesquisadas dizem conhecer e até mesmo apontam algumas dificuldades sobre a proposta da Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva: 1) identificação do público-alvo da política, que exclui os estudantes com dificuldade de aprendizagem, 2) dificuldade de interlocução entre os professores da classe comum e da Educação Especial no que se refere a planejamento e trocas de informações sobre os estudantes e 3) relutância quanto ao tempo para participar de formações. Os gestores, embora pontuem as dificuldades mais encontradas na implementação desta política, ainda acreditam que sua escola é inclusiva, pois, para eles, o fato de a filosofia da inclusão estar prevista nos PPP s já garante esta prerrogativa. Nas três escolas pesquisadas, o observado no PPP consiste em tópicos retirados da proposta da política, mas que não estão de acordo com a realidade da escola e a fala dos gestores. Percebe-se que essas escolas enfrentam dificuldades em identificar as ações e posturas inclusivas adotadas. Os gestores ainda acreditam que a inclusão não é para todos os estudantes e consideram o público-alvo da Educação Especial vinculado a ações do AEE.application/pdfporUniversidade Federal de Santa MariaPrograma de Pós-Graduação em EducaçãoUFSMBREducaçãoEscola regularGestãoPráticas inclusivasRegular schoolManagementInclusive practicesCNPQ::CIENCIAS HUMANAS::EDUCACAOA escola comum/educação especial: a relação da gestão com as práticas inclusivasRegular school/special education: managing the relationship with inclusive practicesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisNaujorks, Maria Inêshttp://lattes.cnpq.br/2633349506600991Freitas, Cláudia Rodrigues dehttp://lattes.cnpq.br/5266827280052272Bridi, Fabiane Romano de Souzahttp://lattes.cnpq.br/8914947342465602Schmidt, Carlohttp://lattes.cnpq.br/7185372980306847http://lattes.cnpq.br/7964689800087428Monteblanco, Valquirea Martins70080000000640050030030030050086df12a0-afb9-47e9-bf9e-28d37a1e74541724a951-475e-4324-bc3d-898119d4418f603c5cf6-00a6-4598-9937-1ffc387c3bc2871b7821-66c4-4c11-954b-aa760c6eb209d4d22f85-1d90-4b37-a13f-d28887f90e02info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALMONTEBLANCO, VALQUIREA MARTINS.pdfapplication/pdf1308805http://repositorio.ufsm.br/bitstream/1/7190/1/MONTEBLANCO%2c%20VALQUIREA%20MARTINS.pdf03b7e95f34f68bde19a8c3b146f00707MD51TEXTMONTEBLANCO, VALQUIREA MARTINS.pdf.txtMONTEBLANCO, VALQUIREA MARTINS.pdf.txtExtracted texttext/plain199547http://repositorio.ufsm.br/bitstream/1/7190/2/MONTEBLANCO%2c%20VALQUIREA%20MARTINS.pdf.txt1b93a3008b018041b58189f9d180ea0eMD52THUMBNAILMONTEBLANCO, VALQUIREA MARTINS.pdf.jpgMONTEBLANCO, VALQUIREA MARTINS.pdf.jpgIM Thumbnailimage/jpeg5544http://repositorio.ufsm.br/bitstream/1/7190/3/MONTEBLANCO%2c%20VALQUIREA%20MARTINS.pdf.jpg957cafcc79d7bd8fdf56cc6a4564a876MD531/71902022-02-02 16:47:57.076oai:repositorio.ufsm.br:1/7190Repositório Institucionalhttp://repositorio.ufsm.br/PUBhttp://repositorio.ufsm.br/oai/requestopendoar:39132022-02-02T19:47:57Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
A escola comum/educação especial: a relação da gestão com as práticas inclusivas |
dc.title.alternative.eng.fl_str_mv |
Regular school/special education: managing the relationship with inclusive practices |
title |
A escola comum/educação especial: a relação da gestão com as práticas inclusivas |
spellingShingle |
A escola comum/educação especial: a relação da gestão com as práticas inclusivas Monteblanco, Valquirea Martins Escola regular Gestão Práticas inclusivas Regular school Management Inclusive practices CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
A escola comum/educação especial: a relação da gestão com as práticas inclusivas |
title_full |
A escola comum/educação especial: a relação da gestão com as práticas inclusivas |
title_fullStr |
A escola comum/educação especial: a relação da gestão com as práticas inclusivas |
title_full_unstemmed |
A escola comum/educação especial: a relação da gestão com as práticas inclusivas |
title_sort |
A escola comum/educação especial: a relação da gestão com as práticas inclusivas |
author |
Monteblanco, Valquirea Martins |
author_facet |
Monteblanco, Valquirea Martins |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Naujorks, Maria Inês |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2633349506600991 |
dc.contributor.referee1.fl_str_mv |
Freitas, Cláudia Rodrigues de |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/5266827280052272 |
dc.contributor.referee2.fl_str_mv |
Bridi, Fabiane Romano de Souza |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/8914947342465602 |
dc.contributor.referee3.fl_str_mv |
Schmidt, Carlo |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/7185372980306847 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7964689800087428 |
dc.contributor.author.fl_str_mv |
Monteblanco, Valquirea Martins |
contributor_str_mv |
Naujorks, Maria Inês Freitas, Cláudia Rodrigues de Bridi, Fabiane Romano de Souza Schmidt, Carlo |
dc.subject.por.fl_str_mv |
Escola regular Gestão Práticas inclusivas |
topic |
Escola regular Gestão Práticas inclusivas Regular school Management Inclusive practices CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Regular school Management Inclusive practices |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This study is part of the Line of Research in Special Education of the Program for Graduate Studies in Education (PPGE), in the Federal University of Santa Maria (UFSM) and analyzes the effects of implementation of the National Policy for Special Education on the Perspective of Inclusive Education (BRASIL, 2008c) concerning the school management. We aimed to understand how are established the relations of managers of regular municipal schools with inclusive practices. The research is based on a qualitative approach, using as a research tool semi-structured interviews conducted with managers of municipal schools of the city of Santa Maria, Rio Grande do Sul. The pedagogical political projects were also analyzed. School choice criteria included those with students belonging to the target public of Special Education and offering the Educational Service Specialist (ESS). We analyzed data using the content analysis method (BARDIN, 2011), covering three categories: Special Education, Management in School and Pedagogical Policy Project (PPP). The theoretical background of this study is based on theoretical formulations of the categories listed. The results of the interviews show that the managers of the schools said they know and even point out some difficulties on the proposal of the National Policy on Special Education: 1) identification of the target public of the policy, which excludes students with learning disabilities, 2) difficulty of dialogue between teachers on regular and special classes concerning to the planning and information exchange about students and 3) reluctance related to the time to attend training. Managers, although point out the most frequently difficulties found in the implementation of this policy, still believe that their school is inclusive, because, for them, the fact that the philosophy of inclusion is provided in the PPP s already guarantees this prerogative. In the three schools researched, we observed in the PPP topics taken from the proposed policy, but which are not in accordance with the reality of the school and the speech of managers. It is noticed that these schools face difficulties in identifying the adopted actions and inclusive attitudes. Managers still believe that inclusion is not for all students and consider the special education target audience linked to ESS actions. |
publishDate |
2015 |
dc.date.issued.fl_str_mv |
2015-05-26 |
dc.date.accessioned.fl_str_mv |
2016-02-16 |
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2016-02-16 |
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MONTEBLANCO, Valquirea Martins. Regular school/special education: managing the relationship with inclusive practices. 2015. 95 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2015. |
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http://repositorio.ufsm.br/handle/1/7190 |
identifier_str_mv |
MONTEBLANCO, Valquirea Martins. Regular school/special education: managing the relationship with inclusive practices. 2015. 95 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2015. |
url |
http://repositorio.ufsm.br/handle/1/7190 |
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