O processo de inclusão escolar de uma criança com síndrome de Noonan : um estudo de caso

• Ano de defesa: 2014
• Autor(a) principal: Bravo, Dirlan de Oliveira Machado
• 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: Intellectual disability; Process of inclusion; Noonan syndrome; Deficiência intelectual; Processos de inclusão; Síndrome de Noonan; Incapacidade intelectual; Inclusão escolar; Síndromes - Educação; Educação inclusiva; Deficientes mentais - Educação; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/1183

The main objective of this dissertation is to understand how the inclusion process of a student with intellectual disabilities caused by Noonan syndrome has been coming about in the context of a common classroom in a regular school. Regarding the development of this research I chose to adopt as an input the theoretical and philosophical assumptions of socio-historical approach based on the theoretical contributions of Vygotsky. In order to achieve that objective I used as a methodology the case study of ethnographic type, and the data was collected through tools of participant observation, field diary and semi-structured interviews. There were moments in research that data analysis emerged showing how student learning with intellectual disabilities is not different from the other students, but it needs other way to implement, since the role of the interaction renew, reframe and share knowledge in school environment. Considering the central objective I could understand the inclusion process of students with intellectual disabilities arises from the result of combining the history of the individual with the social environment. In this context, the data shows which differences manifests in everyday school life and which reality could be curricular actions for a flexible curriculum tailored to the needs of students with and without disabilities in a stimulating and attractive pedagogical practice, despite the particularities of each child. Finally, it is important to note the appropriation of knowledge by the student, regardless of their organic conditions, is possible since the subject is envisioned as a social and cultural being whereas it is not just a biological being