Educação especial e currículo escolar : possibilidades nas práticas pedagógicas cotidianas

• Ano de defesa: 2011
• Autor(a) principal: Effgen, Ariadna Pereira Siqueira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Curriculum; Special education; Continuing formation; Collaborative work; Inclusive pedagogical practices; Formação continuada; Trabalho colaborativo; Práticas pedagógicas inclusivas; Currículos; Educação especial; Educação permanente; Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/2297

This study aims at investigating the possible interaction between school curriculum and education of students with disabilities and global developmental disorders who are going through school inclusion processes at the early years of elementary school. For this purpose, the study adopts three non-linear approaches that complement one another: observation of school routines; institution of continuing education space time; institution of collaborative actions to implement pedagogical practices for accessing the regular curriculum. The study was carried out at the 4th grade, involving the main teacher; two special education teachers in the multi-purpose resource room; the art, physical education and religion teachers; and the students, mainly two focus-subjects: a girl with Down syndrome and a boy with physical disability and undergoing a process of diagnosis for intellectual disability. It adopts collaborative critical action research as methodology, and observation — recorded on a field journal — and semistructured interviews as data collection instruments. As far as action research is concerned, it employs the research-formation approach. In order to support the questions deriving from the investigation process, it resorts to the works by Sacristán, Meirieu and Nóvoa, as well as theories formulated by special education researchers. The results show continuing education as an action that, if performed, can point at different pedagogical possibilities for special education students at regular schools and at clues for granting these students access to regular curriculum by implementing inclusive pedagogical practices and reflecting on the interaction between special education services and regular school classrooms. From this perspective, it is essential that the school — through continuing education — understand how complex special education services are and the challenges they pose to schools attempting to teach all the students. The process experienced through different pedagogical practices showed that every student can be granted access to knowledge, that is, to regular curriculum, if pedagogical practices focus on a curriculum intended for promoting new actions and tactics. This took place through an educational project aiming at teaching all the students. Thus, this study points at the necessity of implementing a school curriculum that meets the learning needs brought by students; of understanding the person with disabilities as someone who learns; of linking classroom work with a specialized support; of incorporating special education tasks into the pedagogical proposal of the school; and of investing on teacher qualification so that they are more able to deal with human differences in the classroom .