As relações interpessoais no processo de inclusão de crianças com deficiência no primeiro ano do ensino fundamental: um estudo de caso

• Ano de defesa: 2021
• Autor(a) principal: Ferrari, Márcia Maria
• 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: Aprendizagem; educação especial; ensino fundamental; inclusão escolar; processos inclusivos; relações interpessoais; subject.br-rjbn; Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/15410

This study assumes as a general objective to understand the role of interpersonal relationships in the process of inclusion of children with disabilities in a class of the first year of elementary school in a public school in the municipal education system in Vitória. For this, we sought to: investigate the role of interpersonal relationships in the process of inclusion of students who are the target audience of Special Education in regular schools; know what professionals who work with this audience understand and how they establish interpersonal relationships for the development of students and analyze the processes of inclusion and exclusion from school based on interpersonal relationships, as well as their impacts on the public's teaching and learning processes target of Special Education. The theoretical framework adopted was based on the contributions of Socio-Historical Psychology, with Vigotski as the main interlocutor, considering the premise that the human being is constituted as a subject in his relationship with the social other. It is a qualitative research, developed in the form of a case study, using the following methodological instruments: observation, field diary, semi-structured interviews, informal conversations and photographs. As a result, it was found that interpersonal relationships are a determining aspect in the educational process of students with and without disabilities, significantly impacting the teaching-learning process. The data revealed difficulties related to the process of interpersonal relationships experienced between regular education and Special Education teachers, especially with regard to planning and exchange of information about students with or without disabilities. Based on the research findings, it is argued that its development has the potential to contribute to the strengthening and proposition of more inclusive and democratic educational practices, which may contribute to the consolidation of both the guarantee of rights and in the scope of human formation, as it touches on interpersonal relationships, a concept of paramount importance for human beings in a socio-historical perspective.