O processo inclusivo de alunos com deficiência sob o olhar das educadoras: um estudo de caso com aproximações Eliasianas

• Ano de defesa: 2017
• Autor(a) principal: Brito , Rayssa Maria Anselmo de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Pessoa com Deficiência; Educação Inclusiva; Figurações; Individualização; Disabled Person; Inclusive Education; Figurations; Individualization; CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/9862

Like society, school in a very specific way has been changing over time in terms of the public and conceptions, becoming more and more comprehensive in the present day, the disabled person has not only conquered Its participation in this social space, but also has generated new figurations. Thus, we present the study that is characterized as our master's dissertation, being this a qualitative research whose methodology is established in a case study (Yin, 1994). We are confronting here the school that announces inclusive in relation to the school that is evident in the practice, aiming, mainly, to analyze the discourse of the professionals of the education of a school on public network in the city of Bayeux - PB on the inclusive education, in the concepts of German sociologist Norbert Elias: Individualization, Socialization and Figuration. We execute our research in three different moments: initial considerations, which we place our look as a researcher, indicating the place where we speak as well as fundamental concepts that will be deepened throughout the term paper. In a second moment, we established our methodological decisions guiding the research, presenting from the characteristics of our subjects and the field of research, until the analysis of content proposed by Bardin (2011) as a propulsive methodology to analyze the data collected as qualitative form. Then, we study a theoretical-analytical chapter that we discuss the conceptions related to special education, from the perspective of inclusive education and the process of individualization / socialization of the disabled person, approaching the concepts presented by Norbert Elias (1994, 2000, 2006, 2011, 2012) and also through the theoretical contributions, to analyze the statements collected in the semi-structured interviews. Among the authors who base our discussion, we emphasize the researchers of inclusive education: Sassaki (2006), Mantoan (2015), Santos (2002), Campbell (2009); Eliasian researchers such as Quintaneiro (2010) and Xavier and Sarat (2012), as well as Sobrinho and Alves (2013), as well as authors of the field of Education Cultural Studies, such as Silva (2000) and Hall (2000). Finally, we observe that the data collected in our research point to a school in the process of change, whose conceptions and practices still need to be rethought and reflected if we really want to build an inclusive school.