A gest?o escolar e o processo de inclus?o de crian?as com defici?ncia na educa??o infantil: um estudo no munic?pio de Feira de Santana ? BA

Autor: Santos, Cristiane Sousa
Přispěvatelé: Mussi, Amali de Angelis
Jazyk: portugalština
Rok vydání: 2021
Předmět:
Zdroj: Biblioteca Digital de Teses e Dissertações da UEFS
Universidade Estadual de Feira de Santana (UEFS)
instacron:UEFS
Popis: Submitted by Renata Aline Souza Silva (rassilva@uefs.br) on 2022-06-28T16:40:07Z No. of bitstreams: 1 DISSERTA??O _CRISTIANE SOUSA SANTOS_2021.pdf: 1799427 bytes, checksum: 9cb6010da91a9c3e1731721007c1b835 (MD5) Made available in DSpace on 2022-06-28T16:40:08Z (GMT). No. of bitstreams: 1 DISSERTA??O _CRISTIANE SOUSA SANTOS_2021.pdf: 1799427 bytes, checksum: 9cb6010da91a9c3e1731721007c1b835 (MD5) Previous issue date: 2021-07-19 The inclusion of children with disabilities in Early Childhood Education has gained prominence in discussions in the educational field at national and/or international levels. Faced with this movement, Early Childhood Education, the first stage of Brazilian Basic Education, in recent years, has shown a considerable growth in enrollment of children aged 0-5 years, the target audience of Special Education, in regular schools. In view of this, the management team has an important role in the inclusion process, both in administrative and pedagogical aspects. Thinking about the role of the management team in Early Childhood Education schools, this research sought to understand the role of the management team in the process of inclusion of children with disabilities, in the context of a Municipal Early Childhood Education Center located in the city of Feira de Santana/BA. Therefore, it is proposed to adopt the principles of qualitative research methodology, approaching the case study, using a questionnaire and semi-structured interview for the collection of data with the management team (director and pedagogical coordinator), as well as teachers, about the highlighted object of study. The specific objectives raised for this research were: a) to describe the understanding of the management and teaching team about the process of school inclusion of children with disabilities in early childhood education; b) identify the elements of school management necessary to carry out processes of school inclusion of children in early childhood education; c) identify the actions developed by the School Management to promote the inclusion of children with disabilities in a Municipal Child Education Center in Feira de Santana; d) characterize the continuing education process of the management team that integrates the Child Education Center, with regard to the process of school inclusion of children with disabilities. From the data collected, categories were established to be analyzed: Category 1: Understanding the process of inclusion of children with disabilities in early childhood education; Category 2: Elements of School Management necessary to carry out processes of school inclusion of children in early childhood education; Category 3: Actions developed by School Management to promote the inclusion of children with disabilities in a Municipal Child Education Center in Feira de Santana; Category 4: Continuing Education. The research findings reveal that, despite the initiatives in favor of inclusion carried out by the management team in partnership with teachers and families, according to the subjects, there is a need to advance in the provision of on-the-job training, expansion of accessibility, guarantee of adapted materials, which has made it impossible for inclusion to actually happen. It is concluded that the inclusion of children with disabilities in Early Childhood Education is still a challenge, especially for the management team, which ranges from the understanding of inclusive school by education professionals and the family, to government investment through public policies for teacher training, investment in careers and guarantee of resources, actions which, when carried out, can contribute to the development of autonomy and learning of children at an early age within the inclusion process. A inclus?o de crian?as com defici?ncia na Educa??o Infantil tem ganhado destaque nas discuss?es no campo educacional em ?mbito nacional e/ou internacional. Diante deste movimento a Educa??o Infantil, primeira etapa da Educa??o b?sica brasileira, nos ?ltimos anos, tem apresentado um crescimento consider?vel de matr?culas de crian?as0 a 5 p?blico alvo da Educa??o Especial, em escolas regulares. Em vista disto, a equipe gestora, tem um papel importante no processo de inclus?o, tanto nos aspectos administrativos como nos pedag?gicos. Pensando na atua??o da equipe gestora nas escolas de Educa??o Infantil, a presente pesquisa buscoucompreender o papel da equipe gestora diante do processo de inclus?o de crian?as com defici?ncia, no contexto de um Centro Municipal de Educa??o Infantil situado no munic?pio de Feira de Santana/BA. Para tanto, prop?e-se a ado??o dos princ?pios da metodologia qualitativa de pesquisa se aproximando do estudo de caso, com uso de question?rio e entrevista semiestruturada para a apreens?o de dados com a equipe gestora (diretora e coordenadora pedag?gica), bem como docentes, sobre o objeto de estudo em destaque. Os objetivos espec?ficos levantados para esta pesquisa foram: a)descrever a compreens?o da equipe gestora e docente sobre o processo de inclus?o escolar de crian?as com defici?ncia na educa??o infantil; b) identificar os elementos de gest?o escolar necess?rios para a realiza??o de processos de inclus?o escolar de crian?as na educa??o infantil; c) identificar as a??es desenvolvidas pela Gest?o Escolar para promover a inclus?o de crian?as com defici?ncia em um Centro Municipal de Educa??o Infantil de Feira de Santana; d) caracterizar o processo de forma??o continuada da equipe gestora que integra o Centro de Educa??o Infantil, no que se refere ao processo de inclus?o escolar de crian?as com defici?ncia. A partir dos dados coletados, foram estabelecidas categorias a serem analisadas:Categoria 1: Compreens?o sobre o processo de inclus?o escolar de crian?as com defici?ncia na educa??o infantil;Categoria 2: Elementos da Gest?o Escolar necess?rios para a realiza??o de processos de inclus?o escolar de crian?as na educa??o infantil; Categoria 3: A??es desenvolvidas pela Gest?o Escolar para promover a inclus?o de crian?as com defici?ncia em um Centro Municipal de Educa??o Infantil de Feira de Santana; Categoria 4: Forma??o continuada.Os achados da pesquisa revelam que, apesar das iniciativas em prol da inclus?o realizadas pela equipe gestora em parceria com docentes e fam?lia, de acordo com os sujeitos h? a necessidade de avan?ar na oferta de forma??oem exerc?cio, amplia??o da acessibilidade, garantia de materiais adaptados, o que tem impossibilitado que a inclus?o aconte?a de fato. Conclui-se que a inclus?o de crian?as com defici?ncia na Educa??o Infantil, ainda ? um desafio, principalmente para a equipe gestora, que perpassa desde a compreens?o de escola inclusiva por parte dos profissionais da Educa??o e da fam?lia, at? o investimento do governo atrav?s das pol?ticas p?blicas de forma??o de professores, investimento na carreira e garantia de recursos, a??es essas que ao serem realizadas podem contribuir para o desenvolvimento da autonomia e aprendizagem de crian?as na mais tenra idade dentro do processo de inclus?o.
Databáze: OpenAIRE
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