Detalhes bibliográficos
| Ano de defesa: |
2011 |
| Autor(a) principal: |
Mondaini, Rosimery Leão
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| Orientador(a): |
SILVA, Marilete Geralda da
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| Banca de defesa: |
Carvalho, Mariza Borges Wall Barbosa de
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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/218
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Resumo: |
This work comprises a study which main objective is to understand the vision(s) that 4 to 5 year-old children s teachers on kindergarten institutions in the municipal schools in São Luís, Maranhão, are building about school inclusion. It seeks to achieve other objectives: discuss the role of the educator in the subject constitution process; analyze the kindergarten teacher s role on the inclusion of children with special educational needs; identify the knowledge shown by teachers on child education about school inclusion; infer on the personal position of the kindergarten teacher s about school inclusion; think about the importance of extracting meanings off of the kindergarten teacher s speech about the process of children with special educational needs inclusion. The theoretical references that supported this research lie on the subjects of Education and Psychology. Contributions were taken from the works of Jean Piaget (1896-1980) and the knowledge of the socio-historical approach came from one of its representatives, Vygotsky (1896-1934), as well as other authors, reviewing some legal documents aimed at education. A psychoanalytic perspective was coupled with the theoretical references to clarify the research object. The field and qualitative research was developed in six schools on the Municipality of São Luís, Maranhão. The subjects were eight teachers of early childhood education who had at least one student with special educational needs (SEN) on their classes. Two types of interviews were designed and served as research tools to achieve the general and specific objectives. The technique of content analysis was used to organize, codify and interpret data. Collected and analyzed data plus inferences were taken from the teacher s answers. This study revealed, in the words of the teachers, an understanding of inclusive proposals. They are receptive to the inclusion in their classrooms. They talk about obstacles such as lack of material and human resources and poor structures on the schools. Driven by an unconscious desire, they also reported the efforts on working with students with SEN. The teachers reckon a law superior to their desires and seek support from official agencies. They talk about the need of serious public politics in order to fulfill this role they play, such as offer a better structure and provide material and human resources for an effective school inclusion. |
