Classes especiais: espaços pedagógicos especializados em tempos de inclusão escolar
Ano de defesa: | 2016 |
---|---|
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
Centro de Educação |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
Departamento: |
Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/12060 |
Resumo: | This research aimed to know the factors that contribute to the permanence of special classes in the current context of school inclusion policies. It was also intended to know the characteristics of the students who attend special classes, the pedagogical practices developed in these contexts and how teachers, who work in these classes, understand these spaces and their students. As a methodological option, from some authors such as: Passos; Kastrup and Escóssia (2012; 2014) the method of cartography was used, proposed by Deleuze and Guattari (1995), which comprises the basis of theoretical affiliation of this research to the systemic thinking. The research was developed in two special classes of School State Education Network in the city of Santa Maria / RS. For the data production, an analysis of the documents of the students present at school was carried out, observations in the context of special classes and semistructured interviews with teachers who work in these classes. The understanding of the theoretical and political aspects of special classes was supported by the contributions of the authors: Caiado and Torezan (1995), Ferreira (1994), Machado (1994), Kassar (1995), Omote (2000) and Uhmann (2014). In order to understand the problem of clinical diagnosis at school, authors like Bridi (2011) and Moysés (2001) were used as basis. As a theoretical basis for analysis of the data produced, we used the systemic thought, from the contributions of Maturana and Varela (2001), Maturana (2002), Pellanda (2009) and Vasconcellos (2013). From the approach to the researched context, it was found that all students attending two special classes have clinical diagnosis issued by doctors of different specialties. The age of these students varies widely, from the age of nine (9) to seventeen (17). Regarding the scholar background of the students, some of them started their schooling in the context of special classes and others came transferred from mainstream education, many of these after a history of school failure. Regarding the pedagogical practices developed in the two groups, it was observed that they present just a few challenging elements. During the classes, there is a great deal of time for the "free activities", demonstrating a weakness in educational planning ahead to more systematic proposals. Regarding how teachers understand the special classes and students that attend, it was observed that despite the teachers work valuing diversity of students, there seems to be a reductionist view as to their capabilities. Based on systemic thought, it is believed that these factors work as powerful devices in the permanence of students in special classes, thus contributing to the permanence of these educational spaces in historical and political times of school inclusion. |
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2017-11-21T13:05:58Z2017-11-21T13:05:58Z2016-10-27http://repositorio.ufsm.br/handle/1/12060This research aimed to know the factors that contribute to the permanence of special classes in the current context of school inclusion policies. It was also intended to know the characteristics of the students who attend special classes, the pedagogical practices developed in these contexts and how teachers, who work in these classes, understand these spaces and their students. As a methodological option, from some authors such as: Passos; Kastrup and Escóssia (2012; 2014) the method of cartography was used, proposed by Deleuze and Guattari (1995), which comprises the basis of theoretical affiliation of this research to the systemic thinking. The research was developed in two special classes of School State Education Network in the city of Santa Maria / RS. For the data production, an analysis of the documents of the students present at school was carried out, observations in the context of special classes and semistructured interviews with teachers who work in these classes. The understanding of the theoretical and political aspects of special classes was supported by the contributions of the authors: Caiado and Torezan (1995), Ferreira (1994), Machado (1994), Kassar (1995), Omote (2000) and Uhmann (2014). In order to understand the problem of clinical diagnosis at school, authors like Bridi (2011) and Moysés (2001) were used as basis. As a theoretical basis for analysis of the data produced, we used the systemic thought, from the contributions of Maturana and Varela (2001), Maturana (2002), Pellanda (2009) and Vasconcellos (2013). From the approach to the researched context, it was found that all students attending two special classes have clinical diagnosis issued by doctors of different specialties. The age of these students varies widely, from the age of nine (9) to seventeen (17). Regarding the scholar background of the students, some of them started their schooling in the context of special classes and others came transferred from mainstream education, many of these after a history of school failure. Regarding the pedagogical practices developed in the two groups, it was observed that they present just a few challenging elements. During the classes, there is a great deal of time for the "free activities", demonstrating a weakness in educational planning ahead to more systematic proposals. Regarding how teachers understand the special classes and students that attend, it was observed that despite the teachers work valuing diversity of students, there seems to be a reductionist view as to their capabilities. Based on systemic thought, it is believed that these factors work as powerful devices in the permanence of students in special classes, thus contributing to the permanence of these educational spaces in historical and political times of school inclusion.A presente pesquisa teve como objetivo principal conhecer os fatores que contribuem para a permanência das classes especiais, em um atual contexto de políticas de inclusão escolar. Pretendeu-se conhecer também as características dos alunos que frequentam as classes especiais, as práticas pedagógicas desenvolvidas nestes contextos e a forma como os professores, que atuam nestas turmas, compreendem estes espaços e os alunos que as frequentam. Como opção metodológica, a partir de alguns autores como: Passos; Kastrup e Escóssia (2012; 2014) foi utilizado o Método da Cartografia, proposto por Deleuze e Guattari (1995), o qual compreende as bases da filiação teórica desta investigação com o pensamento sistêmico. A pesquisa se desenvolveu em duas classes especiais de uma Escola da Rede Estadual de Ensino do município de Santa Maria /RS. Para a produção de dados foi realizada análise dos documentos dos alunos presentes na escola, observações no contexto das classes especiais e entrevista semiestruturada com as professoras que atuam nestas turmas. A compreensão dos aspectos teóricos e políticos das classes especiais esteve apoiada nas contribuições dos autores: Caiado e Torezan (1995), Ferreira (1994), Machado (1994), Kassar (1995), Omote (2000) e Uhmann (2014). Para compreender a problemática do diagnóstico clínico na escola, baseou-se em autores como Bridi (2011) e Moysés (2001). Como base teórica para análise dos dados produzidos, utilizou-se o pensamento sistêmico, a partir das contribuições de Maturana e Varela (2001), Maturana (2002), Pellanda (2009) e Vasconcellos (2013). A partir da aproximação com o contexto pesquisado, identificou-se que todos os alunos que frequentam as duas classes especiais possuem diagnóstico clínico emitido por médicos de diferentes especialidades. A idade destes alunos é muito variável, entre nove (9) e dezessete (17) anos. Quanto ao percurso escolar dos alunos, alguns iniciaram seu percurso escolar no contexto das classes especiais e outros vieram transferidos do ensino regular, muitos destes após um histórico de reprovação e fracasso escolar. Em relação às práticas pedagógicas desenvolvidas nas duas turmas observou-se que estas são pouco desafiadoras. No decorrer das aulas há uma grande parcela de tempo destinado “atividades livres”, demonstrando uma fragilidade no planejamento pedagógico frente a propostas mais sistematizadas. Referente a forma como os professores compreendem as classes especiais e os alunos que as frequentam, observou-se que há uma visão reducionista das capacidades dos sujeitos, acreditando que estes necessitam das classes especiais, as quais trabalham valorizando as diversidades dos alunos. Com base no pensamento sistêmico, acredita-se que estes fatores funcionam como potentes dispositivos na permanência dos alunos em classes especiais, consequentemente, colaborando para a permanência destes espaços pedagógicos em tempos histórico e político de inclusão escolar.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEducação especialClasses especiaisDiagnósticoPráticas pedagógicasSpecial educationSpecial ClassDiagnosisPedagogical practicesCNPQ::CIENCIAS HUMANAS::EDUCACAOClasses especiais: espaços pedagógicos especializados em tempos de inclusão escolarSpecial classes: specialized teaching spaces in times of school inclusioninfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisBridi, Fabiane Romano de Souzahttp://lattes.cnpq.br/8914947342465602Pavão, Sílvia Maria de Oliveirahttp://lattes.cnpq.br/6934897603622261Freitas, Cláudia Rodrigues dehttp://lattes.cnpq.br/5266827280052272Costas, Fabiane Adela Tonettohttp://lattes.cnpq.br/3514821940003826http://lattes.cnpq.br/2891737137747796Rosa, Maiandra Pavanello da700800000006600bb637f58-b690-42fe-94b1-f5679056997d3926e216-666b-4f05-9e2f-f27faf1551ae2b34b147-26dd-4acd-9f63-fdd710eebb40603c5cf6-00a6-4598-9937-1ffc387c3bc23fc88fdf-90f2-46e2-a0c2-940a806a93e7reponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGEDUCACAO_2016_ROSA_MAIANDRA.pdfDIS_PPGEDUCACAO_2016_ROSA_MAIANDRA.pdfDissertação de Mestradoapplication/pdf1026027http://repositorio.ufsm.br/bitstream/1/12060/1/DIS_PPGEDUCACAO_2016_ROSA_MAIANDRA.pdfbfe0d86be47704d033f164f2c27a63efMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Classes especiais: espaços pedagógicos especializados em tempos de inclusão escolar |
dc.title.alternative.eng.fl_str_mv |
Special classes: specialized teaching spaces in times of school inclusion |
title |
Classes especiais: espaços pedagógicos especializados em tempos de inclusão escolar |
spellingShingle |
Classes especiais: espaços pedagógicos especializados em tempos de inclusão escolar Rosa, Maiandra Pavanello da Educação especial Classes especiais Diagnóstico Práticas pedagógicas Special education Special Class Diagnosis Pedagogical practices CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Classes especiais: espaços pedagógicos especializados em tempos de inclusão escolar |
title_full |
Classes especiais: espaços pedagógicos especializados em tempos de inclusão escolar |
title_fullStr |
Classes especiais: espaços pedagógicos especializados em tempos de inclusão escolar |
title_full_unstemmed |
Classes especiais: espaços pedagógicos especializados em tempos de inclusão escolar |
title_sort |
Classes especiais: espaços pedagógicos especializados em tempos de inclusão escolar |
author |
Rosa, Maiandra Pavanello da |
author_facet |
Rosa, Maiandra Pavanello da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Bridi, Fabiane Romano de Souza |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8914947342465602 |
dc.contributor.advisor-co1.fl_str_mv |
Pavão, Sílvia Maria de Oliveira |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://lattes.cnpq.br/6934897603622261 |
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 |
Costas, Fabiane Adela Tonetto |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/3514821940003826 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2891737137747796 |
dc.contributor.author.fl_str_mv |
Rosa, Maiandra Pavanello da |
contributor_str_mv |
Bridi, Fabiane Romano de Souza Pavão, Sílvia Maria de Oliveira Freitas, Cláudia Rodrigues de Costas, Fabiane Adela Tonetto |
dc.subject.por.fl_str_mv |
Educação especial Classes especiais Diagnóstico Práticas pedagógicas |
topic |
Educação especial Classes especiais Diagnóstico Práticas pedagógicas Special education Special Class Diagnosis Pedagogical practices CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Special education Special Class Diagnosis Pedagogical practices |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This research aimed to know the factors that contribute to the permanence of special classes in the current context of school inclusion policies. It was also intended to know the characteristics of the students who attend special classes, the pedagogical practices developed in these contexts and how teachers, who work in these classes, understand these spaces and their students. As a methodological option, from some authors such as: Passos; Kastrup and Escóssia (2012; 2014) the method of cartography was used, proposed by Deleuze and Guattari (1995), which comprises the basis of theoretical affiliation of this research to the systemic thinking. The research was developed in two special classes of School State Education Network in the city of Santa Maria / RS. For the data production, an analysis of the documents of the students present at school was carried out, observations in the context of special classes and semistructured interviews with teachers who work in these classes. The understanding of the theoretical and political aspects of special classes was supported by the contributions of the authors: Caiado and Torezan (1995), Ferreira (1994), Machado (1994), Kassar (1995), Omote (2000) and Uhmann (2014). In order to understand the problem of clinical diagnosis at school, authors like Bridi (2011) and Moysés (2001) were used as basis. As a theoretical basis for analysis of the data produced, we used the systemic thought, from the contributions of Maturana and Varela (2001), Maturana (2002), Pellanda (2009) and Vasconcellos (2013). From the approach to the researched context, it was found that all students attending two special classes have clinical diagnosis issued by doctors of different specialties. The age of these students varies widely, from the age of nine (9) to seventeen (17). Regarding the scholar background of the students, some of them started their schooling in the context of special classes and others came transferred from mainstream education, many of these after a history of school failure. Regarding the pedagogical practices developed in the two groups, it was observed that they present just a few challenging elements. During the classes, there is a great deal of time for the "free activities", demonstrating a weakness in educational planning ahead to more systematic proposals. Regarding how teachers understand the special classes and students that attend, it was observed that despite the teachers work valuing diversity of students, there seems to be a reductionist view as to their capabilities. Based on systemic thought, it is believed that these factors work as powerful devices in the permanence of students in special classes, thus contributing to the permanence of these educational spaces in historical and political times of school inclusion. |
publishDate |
2016 |
dc.date.issued.fl_str_mv |
2016-10-27 |
dc.date.accessioned.fl_str_mv |
2017-11-21T13:05:58Z |
dc.date.available.fl_str_mv |
2017-11-21T13:05:58Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
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http://repositorio.ufsm.br/handle/1/12060 |
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http://repositorio.ufsm.br/handle/1/12060 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
700800000006 |
dc.relation.confidence.fl_str_mv |
600 |
dc.relation.authority.fl_str_mv |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.source.none.fl_str_mv |
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UFSM |
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