Trajet?ria do IFRN em inclus?o escolar

Autor: Rodrigues, Maria Rita Vitor Martins
Jazyk: portugalština
Rok vydání: 2011
Předmět:
Zdroj: Repositório Institucional da UFRNUniversidade Federal do Rio Grande do NorteUFRN.
Druh dokumentu: masterThesis
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Discussions over the topic of inclusion of handicapped people at school are considered recent, but they have become more and more frequent within the national and international scenario. Such discussion has also being inserted in the speeches and actions of the school institution and with the formation of educators. This investigation is made necessary as a way to collect elements to reconsider the actions for the inclusion of the special education need youth. In special the visually handicapped ones, at Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte (IFRN). The creation of a support unit functions as main vehicle for the actions of the institution. It is intended to know what young people with limitations have to say regarding their experiences as a way to signal paths to be and not to be followed by the support unit. Therefore, the experience which these young boys and girls have is of crucial importance. In order to accomplish the task, it was decided to use methodological elements based upon elements supported by the life reports of two deficient students here called Borges and St?fano. Their reports are from childhood to their arrival at IFRN. From their reports, categories appeared: childhood and the role of family; school life and, finally, related to the actions of the support unit of IFRN, being divided in inclusive actions and obstacles. The first one takes a second look at the actions of the family within the learning-teaching process of these students. The second category presents the moment in which students started to receive formal education per se. The last category constitutes the cornerstone of the investigation, for it analyses the process of inclusion in the institution, according to the perception of the students with visual limitations. The results signaled the need for shared intervention between students with Special Education Needs and school professionals in the elaboration of the Educational Planning, which guarantees the defense of the rights to an efficient teaching practice and effective in the process of inclusion of these students
As discuss?es sobre inclus?o de pessoas com necessidades especiais na escola s?o relativamente recentes, mas toma corpo no ?mbito internacional e nacional. Por outro lado, tal discuss?o aos poucos vem se incorporando nos discursos e a??es na institui??o escolar e, mais ainda na forma??o dos docentes. Esta investiga??o parte da necessidade de levantar elementos para (re)pensar as a??es propostas para inclus?o de jovens com necessidade educativa especial, neste particular com defici?ncia visual (DV), no Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte (IFRN). Como apoio principal para as a??es da institui??o encontra-se a cria??o do n?cleo de apoio. Intenciona-se conhecer a voz de jovens com DV para que as suas experi?ncias possam sinalizar os caminhos e descaminhos tomados pelo n?cleo de apoio. Assim, neste relato a experi?ncia vivenciada por estes jovens ? de fundamental import?ncia. Para tanto, optou-se por utilizar elementos metodol?gicos apoiados na hist?ria de vida de dois alunos com DV, aqui chamados de aluno (A1) e aluno (A2), desde a inf?ncia at? a entrada no IFRN. Deste relato emergiram como categorias: a inf?ncia e o papel da fam?lia; a trajet?ria escolar e, por fim, relativas ?s a??es do n?cleo de apoio do IFRN, dividindo-se em atitudes inclusivas e obst?culos. A primeira resgata as a??es da fam?lia no processo de ensino e aprendizagem destes alunos. A segunda categoria apresenta o momento em que os alunos come?aram a receberem a educa??o formal, propriamente dita. A ?ltima categoria constitui o ponto fundamental da investiga??o, pois analisa o processo de inclus?o na institui??o, na percep??o dos pr?prios estudantes com defici?ncia visual. Os resultados sinalizam para a necessidade de a??es partilhadas entre alunos com NEE e profissionais da escola na elabora??o do Plano Educacional, que garantam a defesa dos direitos a uma pr?tica pedag?gica eficiente e eficaz no processo de inclus?o desses alunos
Databáze: Networked Digital Library of Theses & Dissertations
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