A construçaõ de práticas pedagógicas inclusivas em uma escola pública de Belo Horizonte

• Ano de defesa: 2013
• Autor(a) principal: Sonia Maria Rodrigues
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Etnografia; Educação inclusiva; Educação especial; Práticas pedagógicas; Prática de ensino; Inclusão social
• Link de acesso: http://hdl.handle.net/1843/BUBD-9EFEUX

This thesis discusses the limits and possibilities of building inclusive pedagogical practices in a public school of Belo Horizontes Municipal Education System, with students with disabilities and global developmental disorders. The inclusive pedagogical practice is one in which the teacher considers the diversity of their students and tries to meet their educational needs easing actions aimed at social participation and access to knowledge. Through a qualitative approach, the research, which can be characterized as ethnographic, has used as instruments for data collection the participant observation of teaching practice of four teachers; semi-structured interviews with these four teachers, three coordinators, the principal, two assistants to support inclusion and a students mother with special educational needs; documentary analysis of the Pedagogical Political Project and School Rules as well as the proposed policy of Inclusive Education in municipal System, and finally applied a questionnaire to the schools teachers in order to learn about aspects of training and the perceptions of teachers about inclusive policy. This study is divided into three main axes: the first presents the historical and current context for the Special Education and Inclusive Education in Brazil and the legal foundation of the inclusion policy. In second axis, we discuss the changes needed for the construction of inclusive practices in mainstream schools. The third addresses the policy of inclusive education in the city of Belo Horizonte, featuring the investigated school and presents the practices found in everyday life. For data analysis the Bardins content analysis was used. The survey data has revealed that the Inclusive Education Policy of the municipality, direct with Federal Government policy has advanced towards bringing everyone to school and enabling Specialized Educational Service to streamline access to knowledge. professionals who took part in the research still havent recognized the effective support in daily practices from the system and the biggest complaint is the lack of training to meet the specific needs of pupils. From the four teachers selected for the observation of teaching practice, one stood out with open and flexible planning lessons, organizing the teaching / learning process which use curricular adaptations, valuing differences and motivation from students to get favorably predisposed to learn. Considering the current context of public schools in Brazil in which are observed crowded classrooms, low valuation of education professionals and gaps in teacher training for inclusive education, it is possible to point out that the school investigated, even with a context with contradictions and need for adjustments, shows a hosting practice and conducts a process for the creation of pedagogical service that meets the special needs of the students.