Inclusão escolar: a prática pedagógica a partir do paradigma clínico-médico

• Ano de defesa: 2012
• Autor(a) principal: Adam, Ingrid
• Orientador(a): Rosa, Maria Arlete
• Banca de defesa: Lüders, Valéria, Viana, Ieda
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Tuiuti do Parana
• Programa de Pós-Graduação: Mestrado em Educação
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: Inclusão escolar; Paradigma; Aspectos clínicos e prática pedagógica
• Palavras-chave em Inglês: School enrollment; Paradigm; Clinical and educational practice
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Resumo em Inglês: This study has as its theme the School Inclusion and Pedagogical Practice from Clinical and Medical Paradigm of Inclusion. The driving question was to find what really is the clinical-medical paradigm and its relation to the pedagogical practice in inclusion. Its main goal is to identify how to establish the paradigm present in clinical and medical school enrollment. In addition to identifying the profile of the teacher, identify the clinico-medicalpedagogical and didactic in the process of inclusion and characterize the relationship of clinical and medical paradigm to the practice of the teacher, to evaluate the practice. For the analysism was used Sacristán (2000) as theoretical about the pedagogical practice, Beyer (2005), Michels (2006) and Carvalho (2009) on school enrollment and clinical-medical paradigm of inclusion, the latter referring only to thematic inclusion. The research was based on the content analysis of Bardin (1977), in document analysis - Secondary sources Journal of Education and Journal of Special Education – that contributed with the formulation of categories of analysis for the study of the interviews collected in the field. The categories that define the paradigm are: normalization, correction, dificulties, disability, performance and diagnostics, which can verify the relationship with some elements of teaching practice - teaching objectives, methodology, activities, intentionality and evaluation criteria. The study showed that the clinical-medical paradigm appears to be intrinsic even teachers who support or oppose the inclusion process. It was also noticed that his features can all be present or not in practice, some being more or less projection, depending on the repertoire of the professional.
• Link de acesso: http://tede.utp.br:8080/jspui/handle/tede/1393

This study has as its theme the School Inclusion and Pedagogical Practice from Clinical and Medical Paradigm of Inclusion. The driving question was to find what really is the clinical-medical paradigm and its relation to the pedagogical practice in inclusion. Its main goal is to identify how to establish the paradigm present in clinical and medical school enrollment. In addition to identifying the profile of the teacher, identify the clinico-medicalpedagogical and didactic in the process of inclusion and characterize the relationship of clinical and medical paradigm to the practice of the teacher, to evaluate the practice. For the analysism was used Sacristán (2000) as theoretical about the pedagogical practice, Beyer (2005), Michels (2006) and Carvalho (2009) on school enrollment and clinical-medical paradigm of inclusion, the latter referring only to thematic inclusion. The research was based on the content analysis of Bardin (1977), in document analysis - Secondary sources Journal of Education and Journal of Special Education – that contributed with the formulation of categories of analysis for the study of the interviews collected in the field. The categories that define the paradigm are: normalization, correction, dificulties, disability, performance and diagnostics, which can verify the relationship with some elements of teaching practice - teaching objectives, methodology, activities, intentionality and evaluation criteria. The study showed that the clinical-medical paradigm appears to be intrinsic even teachers who support or oppose the inclusion process. It was also noticed that his features can all be present or not in practice, some being more or less projection, depending on the repertoire of the professional.