Práticas de Professores do Ensino Regular com alunos surdos inseridos: entre a Democratização do acesso e permanência qualificada e a reiteração da incapacidade de aprender

• Ano de defesa: 2005
• Autor(a) principal: Oliveira, Mércia Aparecida da Cunha
• Orientador(a): Marin, Alda Junqueira
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade
• Departamento: Educação
• País: BR
• Palavras-chave em Português: inclusão de aluno surdo; cultura escolar; práticas docentes; ensino fundamental ciclo II; Inclusão em educação; Surdos - Educação
• Palavras-chave em Inglês: deaf student include; scholar culture; teacher´s practices; fundamental teaching
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL
• Link de acesso: https://tede2.pucsp.br/handle/handle/10794

This work investigates the behaviour of standard school curricula teachers, whose classrooms include students coming from the special education system or simply with special needs. It mainly focused teacher´s attitudes and views in the last four grades of a state elementary school that had deaf pupils. The initial assumption was that, in spite of the policies to promote the inclusion of the deaf in the ordinary school system, teachers often express views and behave in a certain manner that reflect a culture based on difference and divide. My information sources were the School Plan of Action and both special education and ordinary systema teachers. The data were collected in the year 2003 in a School of the south Parahyba River Valley, State of São Paulo, throughout the observation of school activities and interviews with ten teachers. The analyses herein made are based on the works by Pierre Bourdieu, Viñao Frago, Gimeno Sacristán, Pérez Gómez and Hargreaves. The results show that teachers still base their actions and views on the explicit assumption that the deaf are not capable of learning or of having initiative like their hearing colleagues. Teacher´s attitudes constitute a more than one hundred year old set of sedimentary practices inside and outside the school system: there are two types of insertion (partial and full); diversity of teacher´s attitudes, mixture of ordinary system and special education attitudes; tremendous difficulties in the organization to meet the needs of both deaf and hearing students