Identificação e espacialização dos alunos incluídos na rede municipal de ensino de Marechal Cândido Rondon, Paraná

• Ano de defesa: 2025
• Autor(a) principal: Borelli, Julia Gabriela
• Orientador(a): Cunha, José Edézio da
• Banca de defesa: Cunha, José Edézio da , Azevedo, Suelen Terre de , Sofiato, Cássia Geciauskas
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Marechal Cândido Rondon
• Programa de Pós-Graduação: Programa de Pós-Graduação em Geografia
• Departamento: Centro de Ciências Humanas, Educação e Letras
• País: Brasil
• Palavras-chave em Português: Inclusão; Educação; Ensino Público
• Área do conhecimento CNPq: CIÊNCIAS HUMANAS:GEOGRAFIA
• Link de acesso: https://tede.unioeste.br/handle/tede/7910

Singularity is one of the most defining traits of human beings, as even monozygotic twins are not entirely identical. What makes each individual unique and special is precisely their differences. This principle also applies to education: learning is a singular process, and conventional pedagogical approaches often fail to meet the needs of all students. To ensure effective inclusion, schools must adopt flexible and adaptive strategies, promoting not only the adaptation of teaching methods and materials but also a welcoming environment where differences are respected and nurtured. Within this context, this dissertation aims to identify and map students diagnosed with Global Developmental Disorders (GDD) and/or Neurodevelopmental Disorders in the municipal public school system, analyzing their distribution by grade, year, and school. The methodology included data collection and systematization techniques such as descriptive statistics, tabulation in charts, tables, and graphs. The results enabled quantifying the number of students with GDD enrolled in the municipal system, identifying schools and grades with the highest incidence of these diagnoses and mapping the spatial distribution of these students. The findings highlight the need for evidence-based, personalized educational policies to promote equity and maximize each student's potential.