As interações sociais entre professor e aluno com deficiência nas primeiras séries do ensino fundamental, sob a ótica das políticas públicas de inclusão

• Ano de defesa: 2012
• Autor(a) principal: Freitas, Nilma Célia Mamede de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Cidade de São Paulo; Brasil; Pós-Graduação; Programa de Pós-Graduação Mestrado em Educação; UNICID
• Palavras-chave em Português: Políticas públicas de educação; Inclusão escolar; Interações professor-aluno; Public policy education; School inclusion; Interactions teacher and student; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO
• Link de acesso: https://repositorio.cruzeirodosul.edu.br/handle/123456789/160

The objective of this work was devoted to the study of social interactions between teacher and student with disabilities in the early grades of elementary school, from the perspective of Public Policy of Inclusion. This research can lead and serve as a parameter for formulation of future innovative Public Policy School Inclusion. The research sought to answer the question how to establish the social interactions between teacher and student with disabilities in regular classes in the early grades of elementary education in public schools of Manaus. And the object of research is the relationship established between teachers and regular classroom students with disabilities in school inclusion in regular classes. The methodology: qualitative, phenomenological. The procedure consisted of desk research, as well as a questionnaire with teachers and records observations. Theoretical Framework: LAUAND (2010); LÓPEZ QUINTÁS (1999; 2009); MACHADO (2009; 2010); SILVA(1996; 2009); WALD (2010) among others. Teacher should be in your practice, keep in mind the notion of what it means the process of school inclusion of students with disabilities, by the uniqueness of these individuals and their families, considering that behind this person there are expectations, desires, hopes and dreams. This teacher should not face such expectations as being prescriptive in its making, but as something essential in the teaching activities of attention to the needs of people with disabilities included in regular classes.