Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Santos, Priscila Brasil dos
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| Orientador(a): |
Rozek, Marlene
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica do Rio Grande do Sul
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
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| Departamento: |
Escola de Humanidades
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| País: |
Brasil
|
| Palavras-chave em Português: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede2.pucrs.br/tede2/handle/tede/8533
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Resumo: |
This research has as its theme the "Participation of Children with Disabilities in the Context of Early Childhood Education". It is a study that analyzes the participation of children with disabilities in the context of Early Childhood Education, as well as identifying the moments in which this participation occurs and the factors that influence it. For the composition of the theoretical reference it was sought to define, in historical, legal and conceptual terms, Early Childhood Education and Inclusive Education. Following, the concept of participation in the perspective of Christine Imms et al. (2016). This work was developed through a qualitative exploratory methodology, with a Case Study of a child with a disability, based on the data collected at a Municipal School of Early Childhood Education, in Porto Alegre. Through the Content Analysis of Bardin (2016) it was possible to analyze participant observation, field diary, questionnaires and semi-structured interview. From this, two categories were created: contexts of participation of children with disabilities; and, the educators' perception. It was possible to perceive and analyze the participation of a child with disability in three different situations: by playing free/alone; of interactions with others; and, through the moments directed by educators. These three moments allowed the identification of 10 factors that influenced the child's participation: self-regulation; competence; educational spaces; interaction; intervention of the educator; freedom of choice; preferences; sense of self; time; and, affective bond. Rather than allowing the child with disabilities to be present at various times, it is essential to involve her, thus giving her full participation. For this, educators need to understand in greater depth the concept of participation and its importance for the development and learning of children. The participation of children contributes significantly to effective school inclusion; however, inclusion is only be sustained if educators as well as the school have a qualified support network and this covers families and the community. In addition, it is fundamental to understand the individuality of each subject in its totality, its needs, difficulties and potentialities, in order to provide opportunities for learning and development for all students, aiming at an integral formation, as well as the construction of a just, democratic and inclusive society. |
