"Todo mundo tem um probleminha": as ressignificações da ideia de inclusão por alunos sem deficiência. Um estudo na perspectiva crítico colaborativa.

• Ano de defesa: 2021
• Autor(a) principal: Honora, Márcia [UNIFESP]
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo
• Palavras-chave em Português: Educação Inclusiva; Teoria Sócio-Histórico Cultural; Aluno com deficiência; Pesquisa Crítica de Colaboração
• Link de acesso: https://repositorio.unifesp.br/handle/11600/60849

The present research has as main objective to verify how the students without disabilities react, learn and transform themselves in the interaction with colleagues with disabilities, having as research field two elementary school classrooms of a public school located in São Paulo. Secondary questions are: 1) How do children without disabilities understand classroom relationships with a student with disabilities; 2) What are the changes pointed out by students without disabilities in themselves and in students with disabilities from this interaction; 3) How did the children's narratives signify the reflection of all research participants? The theoretical foundation chosen to assist in this path is the Socio-Historical Cultural Theory, developed by LS Vygotsky (1924-1934), with the methodology of the Critical Collaboration Research (MAGALHÃES, 2006) which aims to organize research that has transformative activities and reflective, in addition to the researcher being an active participant in the research process. For this, two tools used: semi-structured interviews and Reflective Sessions carried out based on guiding activities with students aged 6 to 11 years. The results of the research were due to the thorough listening with students without disabilities that pointed out the countless benefits that living together in diversity offers for all involved, among them: students recognize themselves as mediators of the development processes of colleagues with disabilities, becoming their more experienced pairs, placing them in a leading role. This experience, anchored in the heterogeneous community, transformed the students, who recognize changes in themselves due to the presence of the student with a disability through feelings such as generosity and lovingness, as well as happiness in helping, and joy in living with them. It is evident how students affected by living with a disabled colleague, who transforms them and is transformed by them. The students were also polishing this researcher, teaching with its subtleties and smiles, to better elaborate the questions, to be less insistent and, mainly, being able to prove, through reports loaded with emotion, affection and reflection that, yes, students without disabilities benefit from interaction with colleagues with disabilities. All these learnings affected this researcher, who passed through a “school”, having these participants as teachers. In conclusion, all of us, participants in this research, signify ourselves regarding the expansion of knowledge, the space promoted by listening and analyzing our postures.