Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Oliveira, Rita Isabel Alves
 |
| Orientador(a): |
Szymanski, Luciana |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| 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: |
Brasil
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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/23362
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Resumo: |
The main theme of this dissertation is Inclusive Education in a Political-Pedagogical-Participative Project (PPPP). The discussion on this subject arose from the need to insert the questions about Inclusive Education in the PPPP of three educational facilities located in a peripheral neighborhood in the North Zone of the city of São Paulo. It is a qualitative, participatory, interventional and dialogical research. The question that guides this study is: "How does the inclusion of the topic of Inclusive Education in educational institutions (formal and non-formal) take place in a Participatory Political-Pedagogical Project?". Our general objective is to understand the importance of introducing the debate on Inclusive Education in a PPPP. To achieve this objective, we list as specific objectives to understand: how this discussion can be part of the document that regulates the functioning of these institutions (PPPP), how this document will unfold in the institutional daily life; and what is the possible dialogue between the issues of inclusion itself and the difficulties presented by the students in the schooling process, even if these students do not have a diagnosis. The theoretical framework that underlies the study is composed mainly of the assumptions of phenomenological thinking (CRITELLI, 2006; 2019), questions about Inclusive Education (SKLIAR, 1999; 2003; BRASIL, 2015; MANTOAN, 2003; 2017) and discussions on Political Project - Pedagogical (VEIGA, 1995; 2004; BRASIL, 1996). Teachers and managers of two Centers for Early Childhood Education (CEI) and a Center for Children and Adolescents (CCA) participated in this research. The narrative built on the issue of school inclusion was obtained by means of a reflective encounter (SZYMANSKI, 2014), recorded and later transcribed. This material, after successive readings, was organized in “constellations”, called Helplessness: “there is really no inclusion, unfortunately” and Invisibility: “inclusion students?”. The work revealed that educators feel helpless when they need to deal with the issue of inclusion and that this helplessness also extends to students. We found that, in the face of so many difficulties faced by people with disabilities, there is still no effective inclusion in everyday school life. In addition, we observe how students with disabilities are made invisible in their relationship with the school. The analyzes showed that there is a demand for teacher and family training, since teachers and guardians need to understand what Inclusive Education is in order to transform this knowledge into inclusive actions. In addition, the analysis revealed the importance of reflecting collectively on the daily school demands and questioning how these concerns could be reversed in an action plan in the Political-Pedagogical Project. It is intended, with this study, to contribute to the construction of public policies that question the Development of PPPs and that make this document a tool for the effective inclusion of students with disabilities |
