Detalhes bibliográficos
| Ano de defesa: |
2014 |
| Autor(a) principal: |
Martins, Tânia Gonçalves
 |
| Orientador(a): |
Luna, Sergio Vasconcelos de |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
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| Departamento: |
Faculdade de Educação
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| País: |
BR
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/16124
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Resumo: |
In the teaching-learning process, the teacher-student relationship and the relationships between pairs of students configure social contingencies so that individual behavior produces consequences which reflect on the behavior of members of the group. The present study was developed based on documentary analysis of the Educational Legislation that deals with the structuring of Special Education on an inclusive perspective: the PNEE/2008, the Ordinance 7.611/2011 and the Resolution CNE/CEB 4/2009. The aim was to identify indicators of structuring and organization of the inclusive system present in these regulations considering their proposals and educational guidelines as contingencies which are woven into metacontingency for the development of schools capable of attending EVERYONE. The data analysis was carried out checking the possibilities of interrelation between contingencies classified as related to Inclusive School or to Special Education in each document and, then, the interlacing of contingencies of these two groups, discussing how the documentation in analysis could help to ensure high-quality education to all. The results have shown that obeying the inclusive principle the legislation moves forward seeking to establish possible relations between regular education and Special Education, reaffirming the importance and necessity of this area of knowledge as an input for the development of inclusive schools. The proposal of education structured in an inclusive manner stresses the organization of the specialized educational services to receive the Special Education audience in multifunctional rooms aiming the elimination of pedagogical and communication barriers which hamper the inclusion of this group in regular education. On the other hand, it does not present guidelines for the work with this audience in the inclusive classes orienting about curricular adequacy, resource utilization, review of teaching and examination methods which could be used with all the students in benefit of those who find pedagogical barriers in schooling process. It was found that the orientations present in educational regulations can stimulate dialogue and strengthen the integration between regular education and Special Education in order to develop more inclusive practices that if propagated over time result in changes in cultural practices in favor of a more inclusive society |
