Interdependência e colaboração em contextos escolares inclusivos

Detalhes bibliográficos
Ano de defesa: 2016
Autor(a) principal: Ziviani, Mariza Carvalho Nascimento
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
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
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
37
Link de acesso: http://repositorio.ufes.br/handle/10/8663
Resumo: This research had as main purpose analyze the interrelationships in an inclusive school environment, considering the educational policy implemented in São Mateus town/ ES-BRA. In these interrelations, the interdependencies and collaboration are focus of our analysis. We refer the assumptions of Figurational Sociology, drawn up in all the works of Norbert Elias, considering the concepts and notions of the civilizing process, figurations and interdependencies. Our methodological approach pervaded by qualitative research, and we rely on the collaborative-critical and action research (JESUS, 2008). As data collection instrument, we used the observation, semistructured questionnaires and building collaborative practices in the context of a school that has the enrollment of students in intellectual disability situation. The main notes allow us to observe the implementation of collaborative practice between regular education teachers and specialist teachers tend impact positively in achieving pedagogical practices and contribute to the process of constitution of more qualified teachers knowledge to the demands of the students schooling with intellectual disability. In the study, however, both the teacher of the common school as the specialist teacher are in a dynamic in which the actions occur much at the individual level, marked by limited initiatives to constitute a movement of (re) creating opportunities for construction links and more collective practices. In the school context, the "time" factor was justified recurrently reminded element as reason for the absence of discussion spaces and collective studies. The study allowed us to understand that building relationships that strengthen more radical changes in educational practices is a slow and complex process, both in the figuration of the investigated school, as in the municipality. After all, these changes require a movement of "permission", in which each individual of the game, thus allowing to change the position, retrace paths, sometimes backward, sometimes forward, engaging in the educational process.