| Ano de defesa: |
2012 |
| Autor(a) principal: |
Jesus, Ivone das Dores de
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| Orientador(a): |
BONFIM, Maria Núbia Barbosa
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| Banca de defesa: |
Nunes, Iran de Maria Leitão
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| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal do Maranhão
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| Programa de Pós-Graduação: |
PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO/CCSO
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| Departamento: |
Educação
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| País: |
BR
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tedebc.ufma.br:8080/jspui/handle/tede/235
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| Resumo: |
This study stems from research carried out in the Master of Education, Federal University of Maranhão, and aims to analyze the social representations of the faculty's Degree in Geography UEMA on the challenges of inclusion of students with visual disabilities in Higher Education. The inclusion here is understood as a political, cultural, social and educational, triggered in defense of the right of all students to be together, learning and participating regularly, according Sassaki (1997). The sampling universe consists of 10 teachers of that course and a visually impaired student. It is based on social representations theory, inaugurated by Serge Moscovici in 1961. Consider the following questions: What social representations of teachers Degree in Geography have about students with disabilities? What challenges these teachers face in relation to the inclusion of students with disabilities? As methodological procedure, uses a qualitative approach, in addition to bibliographic and documentary research. It uses the technique of content analysis proposed by Bardin (1977), for the analysis of semi-structured interviews and questionnaires profile applied the stakeholders involved in the research and in-depth interview with the student made included. The research provides notice some representations of the subjects under consideration and noted that teachers are sensitive to the cause of inclusion, while acknowledging the lack of training in inclusive education. It indicates that the investigated subjects believe that it is possible and necessary to adopt measures that may circumvent the limitations on procedures for the training they have undergone. Highlights that the exposure of teachers and student to adversity regarding inclusion in educational institutions, generates positive aspects in relation to the tract of students with disabilities. Aims to assist in the training of teachers on issues involving the right of every person to have access to university education afforded in space, as well as inclusion in society. |
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