A inclusão de alunos com Síndrome de Down em escolas de Goiânia

• Ano de defesa: 2007
• Autor(a) principal: GUNDIM, Shirley Macedo
• Orientador(a): ALMEIDA, Dulce Barros de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Mestrado em Educação
• Departamento: Ciências Humanas
• País: BR
• Palavras-chave em Português: inclusão escolar; Síndrome de Down; pós-modernidade
• Palavras-chave em Inglês: school inclusion; Down syndrome, post-modernity
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tde/1984

This study aims to analyze how it is the inclusion of students with Down syndrome in the context of mainstream schools of basic education, early in the process of schooling. A qualitative study of the type of case study focused on two students with Down syndrome inserted into two schools: one public and one private, both in the city of Goiania. As methodological strategies were used to observe classes in two schools, interviews, literature and document analysis. Data analysis was performed from one direction is vested in dialectical and historical materialism, based on this approach, we sought to establish categories that were chosen from the instruments used. This study is based on the concept of diversity as a contemporary movement that recognizes and values of multiculturalism, an aspect also of critical pedagogy. As the line of research is called Training and rofessionalization, we investigated the conceptions of teachers in relation to a student with Down syndrome and their practices. It was found in both schools the lack of commitments that interfere with the learning of students with Down syndrome and, consequently, no use of appropriate methodologies. It was also the accompanying negative social representation of students with this syndrome. These findings emphasize the contradiction between the neoliberal discourse of inclusion and the need for an educational practice based on a guarantee of constitutional law. They point to the need for a change in the design of inclusive education in the educational context, because, in practice, students who do not fit the "labels" are included, in fact, most excluded. It follows therefore that the inclusion may enable significant changes in school as the diversity among all students is recognized.