Alunos com transtornos mentais : fantasmas da inclusão escolar?

• Ano de defesa: 2016
• Autor(a) principal: Fridman, Márcia Wolff
• Orientador(a): Rozek, Marlene
• 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
• Departamento: Escola de Humanidades
• País: Brasil
• Palavras-chave em Português: Transtornos Mentais; Inclusão Escolar; Escolarização
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/7221

The subject of the present research project is the education of children with mental disorders and school inclusion. Due to this subject, the given research problem was formulated: “In which manner the existing inclusion model contemplates students with mental disorders?”. The aim of this study is to verify how students with mental disorders are perceived and included in regular schools in light of their learning processes, from the teachers' standpoint. It is a qualitative and exploratory research in which semi-structured interviews with elementary school teachers from both public and private school systems were conducted. The technique employed for data analysis was from Laurence Bardin’s Content Analysis (2011). The research has shown that the interviews teachers know little of this subject. That may be a reason for trouble in managing the demands and inclusion of the students with these kind of disorders. The teachers’ accounts revealed the necessity of contemplating a comprehensive school curriculum which enables more entasis in developing socioemotional abilities. Also, the appreciation of these students’ individual capabilities as well as the interdisciplinarity between health and education. Also, they emphasized that the most lacking resource within the public schools covered in this study is the human resources with which the teachers can rely on for their difficulties with the students with mental disorders and other special educational needs. Whereas, among the private schools it was the necessity for interdisciplinary between health and education as well as the demand for increasing the teachers’ training. Given these issues, it appears that closer, integrated and interdisciplinary operation between health and education is the necessary means for bettering the methods of school inclusion.