A recep����o da crian��a com deficiência intelectual ao texto liter��rio na educa����o infantil

The focus of this thesis is children's reception to literary texts starting from literary livelihood in an inclusive literary context, looking for the possible evidences that are present in the construction as reader/hearing of literature. Based on a study case, we search the ways of participation of a child (girl) with intellectual deficiency in situations of offering and reception of literary texts, looking for the understanding and explication of some aspects of her processing and the building up of an initial reader. The data were taken starting from observations in moments of reading and story-telling in the period from November to December/2008 and May to June/2009 in a public school of children education, in Natal- Brazil, in which there was a registered student showing intellectual deficiency associated to Down syndrome. As research tools we used: field diary, interview scripts and video recordings. The analyses were based on research from Amarilha (2001, 2006a, 2006b), Bettelheim (2007), Coelho (2008), Iser (1996), Jauss (1979, 1994), Luria (1990a, 1990b), Vygotsky (1991, 1993), Wallon (2007, 2008) amongst others. The research showed that although expressing little verbalization and limited levels of attention, body attitudes, movements and talks of the child under investigation, denounced engagement and rendition to the sonority of the texts shared. These data gives us traces that, under a mediating action, the child with intellectual limitation can turn into a reader/hearing subject of literature, developing a sensitive and a selective attitude towards the literary text. Amongst other aspects, we identified that (1) a conception of deficiency present through the school that recognizes his/her potential of developing and learning (2) the situation of sharing, that favours a relation with the texts through the other, and (3) the relevance of orality providing the semantic paths that help the child in the building up of meaning, presenting themselves as fundamental to her/his viewing of the literary text, and, therefore, the formation of the reader. Thus, recognizing her/his capacity and possibilities, we think it is important to guarantee to the child with intellectual deficiency, a space towards interaction with the fictional text in which the child can learn and live its ludic and interactive character, to enjoy its hearing abilities, benefiting, then, from the aesthetic experience lived, mainly, in collective situations mediated through the more experient reader and shared with her/his different pairs. The research shows yet that, looking after conditions that guarantee a comfortable environment to the story hearings in the classrooms that focus on children education, being aware of a selection and the prosody of stories, the didactic contract, the attention to individual reactions, enlarge the possibility of any child deficient or not to enjoy her/himself as reader/ hearing subject of literature, engaged in its richness and magic

O curr��culo escolar: uma an��lise na perspectiva da inclus��o de alunos com deficiência intelectual

A mid the many transformations and advances that the contemporary society is going through, the right to education is a topic that does not end and becomes increasingly present, given the urgency of including students with disabilities in education. Given this new reality, schools are challenged to receive them with quality, and implement actions that promote favorable conditions for their development at school. Accordingly, it is fundamental the organizational restructuring of education to meet the specific needs of students. Thus, it is imperative that educational institutions defining the type of person who intend to form and the society proposing to build. These are aspects that precede any question, since the knowledge covered in the curriculum will contribute directly to the creation of human beings are involved there. Based on this theme, this assignment reports aspects of a survey of a local public school, located in Natal/RN, which deals with the analysis of the curriculum and its implementation in teaching practice in the classroom, before the inclusion of students with disabilities intellectual. Thus, to undertake a study of case with five professionals at school, involving documentary analysis and observation of the curriculum of the pedagogical practice of teachers in the classroom, as well as conducting an interview with all stakeholders. To this end, the data analyzed shows that, although the right of citizens with disabilities is guaranteed by constitutional law, the school, locus of this study, have not realized the extent of conquest. Does not recognize the fact of being in school and learn together with others is also a right of persons with disabilities. Thus, while your resume is to present a progressive vision, believed to be open, concerned with the selection and organization of content, with flexibility in defining the goals, with the search for diversification of the procedures adopted, as well as the planning activities teaching and learning based on the level of student learning, this is not effective in teaching practice, either through ignorance of the guidelines defined either by lack of knowledge about the proposal and an inclusive curriculum can provide answers to all educational students, including those with intellectual disability

Educa����o inclusiva: pr��ticas de professores frente �� deficiência intelectual

The present work is a survey of pedagogical practices of teachers who experience the daily school with students with Intellectual Disability (ID) in their classrooms, considered inclusive. The study was conducted in academic year 2010 in a municipal school in Natal-RN, aimed at investigating the pedagogical practices developed by the participating teachers as well as its view of the front of Intellectual Disabilities students who are inserted in the initial years of Elementary School. In methodological choice, considering the nature of the phenomenon, we chose the qualitative approach and the case study method. The observation and semi-structured interview were used as procedures, which contributed to a significant collection of data in an attempt to answer the objectives. The study subjects were selected by convenience and were formed into two teachers from Elementary School I, linked to the public educational system, which volunteered to collaborate in this research. The analysis of the observations and of the speeches made possible build pedagogical considerations on the action with students with Intellectual Disabilities in a regular school. The results point to a practice covered with a traditional pedagogy, with a few adjustments, although there is an initial process of change, what we observe in the classroom and captured in the words, because, at various times, we saw an interest in developing a pedagogy of Freire. One aspect that caught our attention refers to the formative action at school for these teachers. We found its incipiency, because this does not happen in a systematic way at school. Throughout the years investigated, the teachers had no access to any form of training neither to any form of specialized monitoring. We realize that there is still a concept of Intellectual Disability that makes difficult to "see" this student as a human being having learning opportunities. The aspects that interfere in the formation hinder the development of a pedagogical practice that meets the uniqueness of its customers and promotes a truly effective school inclusion, consistent with social rights proclaimed in this century. We believe in the irreversibility of the inclusive process initiated a few decades ago and that obstacles to the practice of teaching students with ID are visible and possible to overcome if they are turned into challenges for all those who compose the school, the municipal education system and those who build public policies for inclusive education

Pr��ticas pedag��gicas e inclus��o escolar: o processo de ensino-aprendizagem de alunas com deficiência intelectual

This research aimed to know and analyze the pedagogical practices that have been developed in the teaching and learning of students with Intellectual Disability (DI), enrolled at common class of elementary school I. The study was conducted in a public school at Natal/RN, involving two students with DI, a multipurpose teacher, a teaching assistant, a teacher of arts and educational coordinator. As for methodological choice, we chose to develop a qualitative study, undertaking a case study. As tools for the construction of the data we use: semi-structured interviews, participant observation, field diary and document analysis. Data analysis reveals that the institution in which the research was undertaken gradually implementing changes in order to develop an inclusive practice, consistent with its assumptions. Regarding the practices developed in the teaching and learning of students with intellectual disabilities, it was possible to realize the fulfillment of certain adjustments in relation to the objectives, activities and some content, involving the use of resources and varied strategies. With regard to educational activities, we found that these had different levels of complexity, covering both basic goals as more complex objectives. From the observations, we realize that the Assistant Professor of mediations during varied activities as challenging tool in intellectual processes. We note, too, a dynamic classroom in which disabled students were under the guidance of Assistant Professor, and other students with all-round teacher who had a fairly traditional teaching methodology. It created thus an isolation situation, since there was no proposition practices to be developed with all students, and interaction among classmates, generally quite restricted. Although were highlighted developments in the social and academic learning of the surveyed students, the teachers said they did not feel prepared to work freight inclusion. The study reveals the need for teachers reviewing some actions undertaken, in order to develop more democratic pedagogical practices of education, stimulating the interactions between students, by proposing challenging activities that promote the formation and concepts. In addition, it points to the need of the education system invest and encourage the qualification of teachers with regard to education in an inclusive perspective, through actions that promote lifelong learning. It needs to be developed on the teacher a reflective attitude, resulting in a view that due diligence must be entered in practice inherent in teaching in order to use to enhance their educational experience.

Pr��ticas pedag��gicas e inclus��o escolar: o processo de ensino-aprendizagem de alunas com deficiência intelectual

This research aimed to know and analyze the pedagogical practices that have been developed in the teaching and learning of students with Intellectual Disability (DI), enrolled at common class of elementary school I. The study was conducted in a public school at Natal/RN, involving two students with DI, a multipurpose teacher, a teaching assistant, a teacher of arts and educational coordinator. As for methodological choice, we chose to develop a qualitative study, undertaking a case study. As tools for the construction of the data we use: semi-structured interviews, participant observation, field diary and document analysis. Data analysis reveals that the institution in which the research was undertaken gradually implementing changes in order to develop an inclusive practice, consistent with its assumptions. Regarding the practices developed in the teaching and learning of students with intellectual disabilities, it was possible to realize the fulfillment of certain adjustments in relation to the objectives, activities and some content, involving the use of resources and varied strategies. With regard to educational activities, we found that these had different levels of complexity, covering both basic goals as more complex objectives. From the observations, we realize that the Assistant Professor of mediations during varied activities as challenging tool in intellectual processes. We note, too, a dynamic classroom in which disabled students were under the guidance of Assistant Professor, and other students with all-round teacher who had a fairly traditional teaching methodology. It created thus an isolation situation, since there was no proposition practices to be developed with all students, and interaction among classmates, generally quite restricted. Although were highlighted developments in the social and academic learning of the surveyed students, the teachers said they did not feel prepared to work freight inclusion. The study reveals the need for teachers reviewing some actions undertaken, in order to develop more democratic pedagogical practices of education, stimulating the interactions between students, by proposing challenging activities that promote the formation and concepts. In addition, it points to the need of the education system invest and encourage the qualification of teachers with regard to education in an inclusive perspective, through actions that promote lifelong learning. It needs to be developed on the teacher a reflective attitude, resulting in a view that due diligence must be entered in practice inherent in teaching in order to use to enhance their educational experience.

A mem��ria de curto prazo e a s��ndrome de down: a rela����o entre contextos de desenvolvimento

Down syndrome (DS) is one of the most frequent causes of intellectual disability, affecting one in every 600 to 1000 live births. Studies have demonstrated that people with DS have a lower capacity for short-term memory (STM) and working memory (WM), which affects their capability to learn new words and to follow spoken instructions, specially when they involve multiple information or consecutive orders/orientations. It seems that the basis of the learning process, as it happens with language and mathematics comprehension and reasoning, relies in the STM and WM systems. Individuals with DS are increasingly included in mainstream education, and yet, very few researches have been conducted to investigate the influence of memory development and the type of enrollment (regular school and special school). This study investigated the relationship between the type of school enrollment with the performance on STM tests and also, the relationship of this performance with early stimulation (ES). The tests used in the first research were the digit span, free recall, word recognition and subtests of the Wechsler Intelligence Scale for Children Third Edition (WISC-III). Individuals enrolled in the regular schools group had higher scores on the digit span test and the subtests of the WISC-III. In the free recall and recognition tests, no differences were found. This study indicates that the type of enrollment might influence the memory development of individuals with DS and clearly points the need for future investigations. In the second research, the tests used were the digit span, free word recall and subtests of the WISC-III. The test results showed better performance by adults that received ES before six months of age. The studies showed improvement in STM both in people who attended or were attending regular school, as well as those who benefited from ES before six months of age. However, some issues still need to be better understood. What is the relation between this stimulation with the individual s education? Since ES may reflect a greater family involvement with the individual, what is the role of emotional components derived from this involvement in the cognitive improvement? These and other questions are part of the continuity of this study

Inclus��o de alunos com deficiência no ensino superior: a����es no contexto da Universidade Federal do Rio Grande do Norte

Aborda a educa����o inclusiva no ��mbito da Universidade Federal do Rio Grande do Norte (UFRN), com vistas ��s a����es estruturantes para alunos com deficiência, no per��odo de 2001 a 2007. O seu objetivo principal �� situar as a����es que foram desenvolvidas por essa universidade e, ainda, as que est��o em andamento e que privilegiam o acesso e a qualidade do ensino, particularmente, a esses alunos. Este estudo caracteriza-se tamb��m por uma abordagem qualitativa e explorat��ria, por meio do qual empregou-se a an��lise documental. Os primeiros resultados apontam para a����es de diversas naturezas, tais como: cria����o de uma comiss��o para elaborar diretrizes gerais e propor a����es acad��micas para a educa����o especial; realiza����o de Semin��rios de Educa����o Inclusiva; cria����o do ���espa��o inclusivo��� na biblioteca central; adequa����o e constru����o de ambientes acess��veis; aprova����o de projeto no Programa Incluir, dentre outras. Portanto, a partir dessas a����es a UFRN demonstra ser fiel aos princ��pios que norteiam a constru����o de um sistema educacional democr��tico e inclusivo, ao buscar garantir a qualidade da oferta e do acesso aos seus cursos, respeitando a diversidade de todos os que nela ingressam

Avalia����o do banco de disserta����es e teses da associa����o brasileira de antropologia: uma an��lise cienciom��trica

VITULLO, Nadia Aurora Vanti. Avalia����o do banco de disserta����es e teses da Associa����o Brasileira de Antropologia: uma an��lise cienciom��trica. 2001. 143 f. Disserta��ao (Mestrado) - Curso de Mestrado em Biblioteconomia e Ci��ncia da Informa����o, Pontif��cia Universidade Cat��lica de Campinas, Campinas, 2001.

Biblioteca digital de teses e disserta��oes: uma refer��ncia fundamental

OLIVEIRA, Raimundo Muniz de. Biblioteca digital de teses e disserta��oes: uma referencia fundamental. In: CINFORM ENCONTRO NACIONAL DE ENSINO E PESQUISA DA INFORMA��AO,HUMANISMO E DESENVOLVIMENTO CIENTIFICO E TECNOLOGICO,7.,2007,Salvador. Anais...Salvador:UFBA, 2007.Disponivel em:www.cinform.ufba.br>. Acesso em: 27 set. 2007. Acesso em: 27 set. 2010.

Ergonomia cognitiva do trabalho: um estudo baseado na gest��o do conhecimento e no capital intelectual

REGIS, Josiana Florencio Vieira. et al. Ergonomia cognitiva do trabalho: um estudo baseado na gest��o do conhecimento e no capital intelectual. IN: SIMPOSIO DE ENGENHARIA DE PRODU��AO, 15., 2008, Sao Paulo. Anais eletronicos... Sao Paulo: UNESP, 2008. TRabalho oral. Disponivel em: http://www.simpep.feb.unesp.br/anais_simpep.php?e=2. Acesso em: 4.set.2010.

Bibblioteca Digital de Teses e Disserta����es: uma estrat��gia de preserva����o digital

CUNHA, Jacqueline de Ara��jo. Biblioteca Digital de Teses e Disserta����es: uma estrat��gia de preserva����o da mem��ria cient��fica. 2009. 141f. Disserta����o (Mestrado)- Programa de P��s-Gradua����o em Ci��ncia da Informa����o. Universidade Federal da Para��ba, Jo��o Pessoa, 2009.

O bibliotec��rio como mediador no processo de transfer��ncia da informa����o para pessoas com deficiência visual

MAIA, Maria Aniolly Queiroz et al. O bibliotec��rio como mediador no processo de transfer��ncia da informa����o para pessoas com deficiência visual. In: CONGRESSO BRASILEIRO DE BIBLIOTECONOMIA, 24., DOCUMENTA����O E CI��NCIA DA INFORMA����O, 2011, Macei��. Anais... Macei��: CBBD, 2011

Estudo do usu��rio com deficiência visual: um importante instrumento s��cio-inclusivo de pesquisa e forma����o para o profissional de biblioteconomia perante as necessidades informacionais de pessoas com deficiência

SANTOS, Christiane Gomes; ALMEIDA, Edson Marques. Estudo do usu��rio com deficiência visual: um importante instrumento s��cio-inclusivo de pesquisa e forma����o para o profissional de biblioteconomia perante as necessidades informacionais de pessoas com deficiência. In: SEMIN��RIO DE PESQUISA DO CCSA, 16., 2010, Rio Grande do Norte. Anais eletr��nicos... Natal: UFRN, 2010. Dispon��vel em: <http://www.ccsa.ufrn.br/seminario2010/anais/artigos/gt3-10.pdf>

Pessoas com deficiência visual e o acesso �� informa����o

Exp��e considera����es a respeito dos portadores de necessidades especiais, das pessoas com deficiência, um enfoque parcial sobre as doen��as degenerativas da vis��o, e uma aten����o especial para as pessoas com deficiência visual, objeto de estudo da pesquisa desenvolvida. Estabelece um resgate da evolu����o dos m��todos que possibilitaram a essas pessoas registrar e decodificar informa����es na forma escrita at�� o surgimento do Sistema Braille. Destaca ainda os suportes e as formas de registro da informa����o no mencionado sistema, e aponta nominalmente os novos recursos decorrentes do advento das novas tecnologias.

Biblioteca Digital de Teses e Disserta����es: grau de utiliza����o pelos mestrandos do curso de Ci��ncia da Informa����o das Universidades P��blicas Brasileiras

A pesquisa aborda o uso das Tecnologias de Informa����o e Comunica����o, que vem revolucionando as atividades e ocasionando muitas mudan��as relacionadas ao acesso e uso de informa����es. O objetivo foi analisar o grau de utiliza����o do conhecimento cient��fico produzido pelos Programas de P��s-Gradua����o das Universidades P��blicas Brasileiras, atrav��s da BDTD, pelos mestrandos dos referidos programas. Nos procedimentos metodol��gicos realizados, procurou-se inicialmente analisar o amplo espectro da popula����o do corpus da pesquisa. Em raz��o da impossibilidade de trabalhar com os Programas de P��s-Gradua����o como um todo, optou-se por fazer um recorte, elegendo os cursos de P��s-Gradua����o em Ci��ncia da Informa����o, vez que estes representam o principal segmento social de interesse da pesquisa. Foi utilizado o m��todo de estudo de usu��rios, onde se optou por adotar o grupo, ���estudos orientados aos usu��rios���, que identifica as necessidades e comportamento de acesso e uso da informa����o. Para coletar os dados, elaborou-se um question��rio semi-estruturado com 25 quest��es, que versavam sobre o uso, dificuldades de acesso e recupera����o da informa����o, bem como a satisfa����o na utiliza����o dessa fonte informacional. Dentre os v��rios resultados obtidos, podemos destacar o fato de que a maioria dos mestrandos (71,8%) s�� teve contato com a BDTD somente no momento em que se encontrava cursando o mestrado e, somente 24,3%, tiveram contato durante a gradua����o. Estes resultados representam um problema, que pode afetar o bom desempenho do projeto BDTD, o qual consiste em disseminar e divulgar a produ����o cient��fica dos Programas de P��s-Gradua����o das Universidades P��blicas Brasileiras para a sua comunidade. Foi observado tamb��m, que os mestrandos oriundos do curso de Biblioteconomia tende a ter contato com a BDTD bem mais cedo do que mestrandos de outros cursos de gradua����o. A fim de minimizar o problema detectado, prop��e-se uma divulga����o mais eficaz na gradua����o atrav��s de dois procedimentos: Primeiro, o docente deve fazer uma divulga����o mais eficaz da BDTD junto aos discentes de todos os cursos de gradua����o; segundo: dever�� ser feita a divulga����o na m��dia eletr��nica, atrav��s da inser����o de ��cones da BDTD, nos portais dos Departamentos dos Cursos de Gradua����o das Universidades P��blicas Brasileiras. Acredita-se que com estes procedimentos seja poss��vel aperfei��oar o uso dessa fonte de informa����o cient��fica.