Educação especial e instituição educacional especializada: história e politicas públicas
Ano de defesa: | 2018 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade do Oeste Paulista
|
Programa de Pós-Graduação: |
Mestrado em Educação
|
Departamento: |
Mestrado em Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://bdtd.unoeste.br:8080/jspui/handle/jspui/1129 |
Resumo: | In Brazil, until the mid-twentieth century, special education was responsibility of specialized educational institutions that had been organized thanks to the participation of parents and supporters of the cause of people with disabilities, both in the public and private spheres, becoming a key component of the Brazilian inclusive education trajectory. The research in education can, supported by the new cultural history, to consider the peculiarities of regional history articulated to general history. In this sense, this research aims to analize the historical legacy of a specialized educational institution specialized in the municipality of Naviraí in the State of Mato Grosso do Sul and, consequently, discuss the history of Special and Inclusive Education in this municipality. For this purpose, the qualitative approach was used, sustained by the perspective of the new cultural history as well as educational institutions. A study was carried out on the history of special education in Brazil articulated to public policies, seeking to understand how the institutionalization process of the institutionalization of the APAE-Naviraí/MS and how this institution has been operationalized and collaborated with the educational inclusion of the target audience of Special Education. A technical visit was carried out at the Centro de Atendimento e Inclusão Social - CAIS (former APAE) in Contagem/MG to meet "in loco" a successful experience of educational inclusion. In order to do so, the theoretical methodological approach used was the new cultural history: Le Goff (2003); the history of institutions: Gatti Júnior (2002, 2006); history of special and inclusive education: Mazzotta (1987, 2001), Mantoan (2003), Carvalho (2000, 2002) and Jannuzzi (1985 and 2004). The methodological instruments used in data collection were: documentary analysis in the institution's records and semi-structured interviews with individuals who contributed directly and indirectly to the institution's history and who were or are involved with the process of educational inclusion. The data were analyzed using emerging thematic axes from the research objectives, being: Segregation and Assistencialism, Specialized Institution and Regular School, Specialized Institution and Inclusion. The results allow us to consider that APAE / Naviraí/MS professionals are open to dialogue with the regular school and work in partnership to defend the rights of persons with disabilities in partnership with the Educational Inclusion Target Public Student of Special Education. |
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Santos, Danielle Aparecida do Nascimento doshttp://lattes.cnpq.br/0611273370317584Schlünzen, Elisa Tomoe Moriyahttp://lattes.cnpq.br/7346754405819238Pessoa, Alex Sandro Gomeshttp://lattes.cnpq.br/433356596482109086072749704http://lattes.cnpq.br/9902523175140491NASCIMENTO, Élida Galvão do2019-02-08T17:17:32Z2018-03-26NASCIMENTO, Élida Galvão do. Educação especial e instituição educacional especializada: história e politicas públicas. 2018. 144 f. Dissertação( Mestrado em Educação) - Universidade do Oeste Paulista, Presidente Prudente, 2018.http://bdtd.unoeste.br:8080/jspui/handle/jspui/1129In Brazil, until the mid-twentieth century, special education was responsibility of specialized educational institutions that had been organized thanks to the participation of parents and supporters of the cause of people with disabilities, both in the public and private spheres, becoming a key component of the Brazilian inclusive education trajectory. The research in education can, supported by the new cultural history, to consider the peculiarities of regional history articulated to general history. In this sense, this research aims to analize the historical legacy of a specialized educational institution specialized in the municipality of Naviraí in the State of Mato Grosso do Sul and, consequently, discuss the history of Special and Inclusive Education in this municipality. For this purpose, the qualitative approach was used, sustained by the perspective of the new cultural history as well as educational institutions. A study was carried out on the history of special education in Brazil articulated to public policies, seeking to understand how the institutionalization process of the institutionalization of the APAE-Naviraí/MS and how this institution has been operationalized and collaborated with the educational inclusion of the target audience of Special Education. A technical visit was carried out at the Centro de Atendimento e Inclusão Social - CAIS (former APAE) in Contagem/MG to meet "in loco" a successful experience of educational inclusion. In order to do so, the theoretical methodological approach used was the new cultural history: Le Goff (2003); the history of institutions: Gatti Júnior (2002, 2006); history of special and inclusive education: Mazzotta (1987, 2001), Mantoan (2003), Carvalho (2000, 2002) and Jannuzzi (1985 and 2004). The methodological instruments used in data collection were: documentary analysis in the institution's records and semi-structured interviews with individuals who contributed directly and indirectly to the institution's history and who were or are involved with the process of educational inclusion. The data were analyzed using emerging thematic axes from the research objectives, being: Segregation and Assistencialism, Specialized Institution and Regular School, Specialized Institution and Inclusion. The results allow us to consider that APAE / Naviraí/MS professionals are open to dialogue with the regular school and work in partnership to defend the rights of persons with disabilities in partnership with the Educational Inclusion Target Public Student of Special Education.A educação especial fora, até meados do século XX no Brasil, uma responsabilidade de instituições educacionais especializadas que se organizaram devido à atuação de pais e adeptos à causa das pessoas com deficiências, tanto em âmbito público como privado, tornando-se importante integrante na trajetória da educação inclusiva brasileira. Com apoio da nova história cultural, é possível, na pesquisa em educação, considerar as peculiaridades da história regional articulada à história geral. Nesse sentido, a presente pesquisa tem como objetivo analisar o legado histórico de uma instituição educacional especializada no município de Naviraí no Estado de Mato Grosso do Sul e, em consequência, a história da Educação Especial e inclusiva nesse município. Para tanto, valeu-se da abordagem qualitativa amparada na perspectiva da nova história cultural e das instituições educativas. Realizou-se um estudo sobre a história da educação especial no Brasil articulada às políticas públicas de educação, buscando compreender como ocorreu o processo de institucionalização da APAE-Naviraí/MS e como essa instituição tem se operacionalizado e colaborado com a inclusão educacional do Público Alvo da Educação Especial. Foi realizado uma visita técnica no Centro de Atendimento e Inclusão Social - CAIS (antiga APAE) de Contagem/MG para conhecer “in loco” uma experiência exitosa de inclusão educacional. Utilizou-se como aporte teórico metodológico para esse intento a nova história cultural: Le Goff (2003); a história das instituições: Gatti Júnior (2002, 2006); a história da educação especial e inclusiva: Mazzotta (1987, 2001), Mantoan (2003), Carvalho (2000, 2002) e Jannuzzi (1985 e 2004). Os instrumentos empregados na produção de dados foram: análise documental nos registros da instituição e entrevistas semiestruturadas com os atores que contribuíram direta e indiretamente com a história da instituição e que estavam ou estão envolvidos com o processo de inclusão educacional. Os dados foram analisados mediante eixos temáticos emergentes a partir dos objetivos de pesquisa, sendo: Segregação e Assistencialismo, Instituição Especializada e Escola Regular, Instituição Especializada e Inclusão. Os resultados permitem considerar que os profissionais da APAE/Naviraí-MS estão abertos para dialogar com a escola regular e trabalhar em parceria para defender os direitos da pessoa com deficiência em parceria com a inclusão educacional Estudante Público Alvo da Educação Especial.Submitted by Renata Morais (rmorais@unoeste.br) on 2019-02-08T17:17:32Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Élida Galvão do Nascimento.pdf: 7217643 bytes, checksum: 014a892496b4467955cbb53e435d5297 (MD5)Made available in DSpace on 2019-02-08T17:17:32Z (GMT). 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dc.title.por.fl_str_mv |
Educação especial e instituição educacional especializada: história e politicas públicas |
dc.title.alternative.eng.fl_str_mv |
Special education and the specialized educational institution: history and public policies |
title |
Educação especial e instituição educacional especializada: história e politicas públicas |
spellingShingle |
Educação especial e instituição educacional especializada: história e politicas públicas NASCIMENTO, Élida Galvão do Educação Especial Inclusão Instituição Educacional Especializada APAE Políticas públicas Special Education Inclusion Specialized Educational Institution APAE Public Policy CIENCIAS HUMANAS::EDUCACAO |
title_short |
Educação especial e instituição educacional especializada: história e politicas públicas |
title_full |
Educação especial e instituição educacional especializada: história e politicas públicas |
title_fullStr |
Educação especial e instituição educacional especializada: história e politicas públicas |
title_full_unstemmed |
Educação especial e instituição educacional especializada: história e politicas públicas |
title_sort |
Educação especial e instituição educacional especializada: história e politicas públicas |
author |
NASCIMENTO, Élida Galvão do |
author_facet |
NASCIMENTO, Élida Galvão do |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Santos, Danielle Aparecida do Nascimento dos |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0611273370317584 |
dc.contributor.referee1.fl_str_mv |
Schlünzen, Elisa Tomoe Moriya |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/7346754405819238 |
dc.contributor.referee2.fl_str_mv |
Pessoa, Alex Sandro Gomes |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/4333565964821090 |
dc.contributor.authorID.fl_str_mv |
86072749704 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9902523175140491 |
dc.contributor.author.fl_str_mv |
NASCIMENTO, Élida Galvão do |
contributor_str_mv |
Santos, Danielle Aparecida do Nascimento dos Schlünzen, Elisa Tomoe Moriya Pessoa, Alex Sandro Gomes |
dc.subject.por.fl_str_mv |
Educação Especial Inclusão Instituição Educacional Especializada APAE Políticas públicas |
topic |
Educação Especial Inclusão Instituição Educacional Especializada APAE Políticas públicas Special Education Inclusion Specialized Educational Institution APAE Public Policy CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Special Education Inclusion Specialized Educational Institution APAE Public Policy |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
In Brazil, until the mid-twentieth century, special education was responsibility of specialized educational institutions that had been organized thanks to the participation of parents and supporters of the cause of people with disabilities, both in the public and private spheres, becoming a key component of the Brazilian inclusive education trajectory. The research in education can, supported by the new cultural history, to consider the peculiarities of regional history articulated to general history. In this sense, this research aims to analize the historical legacy of a specialized educational institution specialized in the municipality of Naviraí in the State of Mato Grosso do Sul and, consequently, discuss the history of Special and Inclusive Education in this municipality. For this purpose, the qualitative approach was used, sustained by the perspective of the new cultural history as well as educational institutions. A study was carried out on the history of special education in Brazil articulated to public policies, seeking to understand how the institutionalization process of the institutionalization of the APAE-Naviraí/MS and how this institution has been operationalized and collaborated with the educational inclusion of the target audience of Special Education. A technical visit was carried out at the Centro de Atendimento e Inclusão Social - CAIS (former APAE) in Contagem/MG to meet "in loco" a successful experience of educational inclusion. In order to do so, the theoretical methodological approach used was the new cultural history: Le Goff (2003); the history of institutions: Gatti Júnior (2002, 2006); history of special and inclusive education: Mazzotta (1987, 2001), Mantoan (2003), Carvalho (2000, 2002) and Jannuzzi (1985 and 2004). The methodological instruments used in data collection were: documentary analysis in the institution's records and semi-structured interviews with individuals who contributed directly and indirectly to the institution's history and who were or are involved with the process of educational inclusion. The data were analyzed using emerging thematic axes from the research objectives, being: Segregation and Assistencialism, Specialized Institution and Regular School, Specialized Institution and Inclusion. The results allow us to consider that APAE / Naviraí/MS professionals are open to dialogue with the regular school and work in partnership to defend the rights of persons with disabilities in partnership with the Educational Inclusion Target Public Student of Special Education. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-03-26 |
dc.date.accessioned.fl_str_mv |
2019-02-08T17:17:32Z |
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 |
dc.identifier.citation.fl_str_mv |
NASCIMENTO, Élida Galvão do. Educação especial e instituição educacional especializada: história e politicas públicas. 2018. 144 f. Dissertação( Mestrado em Educação) - Universidade do Oeste Paulista, Presidente Prudente, 2018. |
dc.identifier.uri.fl_str_mv |
http://bdtd.unoeste.br:8080/jspui/handle/jspui/1129 |
identifier_str_mv |
NASCIMENTO, Élida Galvão do. Educação especial e instituição educacional especializada: história e politicas públicas. 2018. 144 f. Dissertação( Mestrado em Educação) - Universidade do Oeste Paulista, Presidente Prudente, 2018. |
url |
http://bdtd.unoeste.br:8080/jspui/handle/jspui/1129 |
dc.language.iso.fl_str_mv |
por |
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por |
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2617564530193333365 |
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500 500 600 |
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2617564530193333365 |
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-240345818910352367 |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Universidade do Oeste Paulista |
dc.publisher.program.fl_str_mv |
Mestrado em Educação |
dc.publisher.initials.fl_str_mv |
UNOESTE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Mestrado em Educação |
publisher.none.fl_str_mv |
Universidade do Oeste Paulista |
dc.source.none.fl_str_mv |
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Biblioteca Digital de Teses e Dissertações da UNOESTE |
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Biblioteca Digital de Teses e Dissertações da UNOESTE - Universidade do Oeste Paulista (UNOESTE) |
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bdtd@unoeste.br |
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1785359472539992064 |