Parque Ambiental Santa Luzia - Guaratinguetá - SP: uma proposta de educação ambiental inclusiva na gestão dos resíduos sólidos urbanos

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Políticas públicas educacionais, direitos sociais e democratização do acesso à escola: uma visão a partir da implantação da ação TECNEP da Rede Federal de Educação Tecnológica

Pós-graduação em Educação - FFC

Relembrando a Estória de Kaspar Hauser

Com base na teoria piagetiana, enfocando as relações pensamento e linguagem, esse artigo tenta traçar um paralelo entre Kaspar Hauser – personagem do filme “Jeder für sich und Gott gegen alle” dirigido pelo cineasta alemão W. Herzog – e L. F., garoto cego de nascença, com 10 anos, que cresceu “abandonado”, entregue a seus próprios recursos e que só começou a freqüentar escola aos 8 anos de idade.

A educação física adaptada: implicações curriculares e formação profissional

O livro procura levantar como a disciplina Educação Física Adaptada está sendo hoje ministrada nos cursos de licenciatura e de graduação de Educação Física em universidades públicas do estado de São Paulo. O trabalho parte do princípio de que a crescente inserção das pessoas com deficiência nos diversos contextos sociais - inclusive o educacional - está a exigir também dos professores e profissionais dessa área um contato mais elaborado com esse segmento da população. Assim, os autores investigam, à base principalmente de entrevistas, como se estrutura a disciplina nos currículos universitários, no que tange à futura intervenção profissional do formando no universo constituído pelos deficientes físicos. Também averiguam se a Educação Física Adaptada interage com outras disciplinas ou está isolada nos currículos, além dos possíveis efeitos desta inter-relação sobre a formação dos alunos. A pesquisa constata que existe uma nítida preocupação entre os professores da disciplina com a necessidade de preparar os alunos - futuros profissionais - para atuar com público de perfil diversificado. Por isto, os autores sugerem que talvez fosse preciso desenvolver também conteúdos práticos em estágios supervisionados de cursos de formação e pós-graduação, semelhantes à residência médica

Objetos de Aprendizagem como recurso pedagógico em contextos inclusivos: subsídios para a formação de professores a distância

This article aims to contribute to the process of inclusion of students with disabilities in regular schools by reporting the results of a survey that aimed to verify whether Learning Objects (LO) are efficient tools in constructing teaching and learning of subject content within the inclusive education context. Participant, tutor and trainer experiences of a distance learning Ministry of Education (MEC) course on Assistive Technology were analyzed. The course was offered to public schools teachers from all over the country. The course activities were recorded in a Virtual Learning Environment (VLE) called TelEduc, along with group reports of course participants. Three categories were selected for data analysis: a) interactivity and feedback from the team trainer; b) applicability of the content covered in the course, and c) new learning. The results showed that LO can promote the learning of subject content. Having been designed as educational resources to support teaching and learning, they can enhance educational inclusion of people with disabilities. As for the process of distance formation for teachers, the course contributed to consolidating sound and efficient training of participants by providing: a closer encounter with the world of technology, the possibility of integration of technology in the classroom; conducting theoretical and practical studies, appreciation of diversity and all students' potential; innovations in strategies and learning resources and reflective action.

A educação de jovens e adultos: desafios de uma proposta de educação inclusiva: perfil do aluno

The inclusion of students with disabilities in youth and adult education is still new and there is little literature on the issue, which makes it both nationally relevant, and timely in the context of the construction of inclusive schools for all. The present study aimed to characterize the profile of the student of Youth and Adult Education in a medium size city of São Paulo, between the years 2011 and 2013. For the study documentary analysis was carried out using the Student Registration System of the State of São Paulo (PRODESP) for the study. A roadmap for the characterization of students was used, as a research instrument. It was possible to obtain data regarding the total enrolment per year, number of students with disabilities, types of disabilities, gender and age. Youth and Adult Education’s search for people with disabilities is increasing and accordingly, we observe that the target audience of YAE today has changed, including people with disabilities, indicating the need to consider development of teaching practices in line with the needs and demands of new YAE students.

Influência das representações sociais do pesquisador na análise de dados de entrevistas: um estudo no campo da educação especial

Social representations are values and ideas shared and transmitted by a group of individuals. This article aims to investigate how researchers’ social representations can influence their analysis of an interview. Data were collected from 28 students participating in a course on interview analysis. Students were divided into three groups. Each group received the same excerpt of a transcript, but with different characterizations of the interviewee: for Group 1, it was a young man who had studied in a public school; for Group 2, the subject had attended a special education school for people with intellectual disabilities; for Group 3, he had studied at a private school. The three groups were asked to analyze the interview and submit a written document describing their analysis. The data revealed that the students carried out interpretive synthesis, descriptive synthesis, and thematic analysis. Interpretations of content data indicated that participants in Groups 1 and 3 attributed negative representations to the interviewee and/or to public or private school. In contrast, participants in Group 2, which was told that the interviewee had intellectual disabilities, attributed positive representations to the interviewee and to the special education school. The conclusion indicates the urgency for theoretical and practical training of young researchers regarding analysis of interviews so that the representations do not lead to biased results. The comparison of the results with an earlier similar study points to a probable change in representations of people with intellectual disabilities.

Atitudes sociais em relação à inclusão: estudos brasileiros

An important component of the Inclusive Education can be the social attitudes toward inclusion presented by teachers, students and other members of the school community. The aim of this paper is to systematize main fidings of some Brazilian studies concerning that theme. The results of studies in which the Likert Scale of Social Attitudes toward Inclusion was used are summarized. Twelve studies were analyzed, examining the relationship between the social attitudes toward inclusion and some subjects characteristics, highlighting the chronological age, formation area, educational experience and previous experience with people with deficiency. The results were not able to demonstrate in a conclusive way the nature of the relationship between each of these variables and the social attitudes toward inclusion. These seem to be affected by a group of complexly related variables of the subjects and of the target of social attitudes.

Formação do professor para o uso de tecnologia assistiva

The specialized teachers' training to work in multifunctional resource classrooms still has to reach a satisfactory level. These teachers are expected to keep a set of resources and devices used to teach a wide range of students with different disabilities. That fact leads to reflection by the academic community. Thus what specific content should such training address? This paper aims to analyze the set of resources and equipment in a classroom and infer the teaching knowledge underlying their use. The analysis was conducted by classifying 63 resources and equipment items, which led to three categories: 1) set of materials that do not require academic knowledge; 2) set of materials that require academic knowledge related to any training course for teachers; 3) set of materials that require specific academic knowledge on working with students with disabilities. It concluded that around 36% of the resources do not require academic knowledge to be used; 35% of these resources and equipment require some academic knowledge to be properly handled, and around 29% of these resources and equipment require specific academic knowledge of their content. For instance, a specific training of those resources is necessary for acting with students with severe communication disorders, multiple disabilities and visual impairment or deafness.

Strategies used by the children's education teacher for orientation and mobility of the visually impaired student

This study aims to identify, describe, and analyse strategies used by a teacher to support the mobility of students with visual impairment in various school environments. A female student with visual impairment in Brazil, aged 5 years, and her classroom teacher participated in the study. Their interactions were videotaped, and later, their dialogue and actions were transcribed. Six themes of analysis were elaborated, one for each support strategy used by the teacher. The results revealed that the strategies employed by the teacher often hampered the child’s orientation and mobility. This was probably the result of a lack of assistance by professionals specialised in Orientation and Mobility, as stipulated in Brazilian legislation.

Unidade Móvel de Orientação de AVD

Este trabalho apresenta um equipamento móvel, destinado ao uso de pessoas com deficiência e seus cuidadores, denominado Unidade Móvel de Orientação de AVD. Esta Unidade consiste em levar orientações às famílias, relacionadas às práticas diárias das pessoas com deficiência, abordando as modalidades de higiene pessoal, vestuário, alimentação e locomoção. Por intermédio da correta prática nas atividades básicas diárias, particular de cada um, espera-se promover a maior autonomia das pessoas com deficiência, a fim de torná-las mais independentes e melhorar sua autoestima. Com a autonomia adquirida conjuntamente à autoestima, o indivíduo se torna apto a enfrentar maiores barreiras que anteriormente não conseguia. São apresentados as configurações técnicas da Unidade que permitem seu adequado uso, bem como sua locomoção, já que é destinada a atender diferentes áreas

Dança e educação: a arte em incluir

O trabalho proposto irá destacar as possibilidades que a Dança traz para o aluno com necessidades educativas especiais em sua inserção escolar, seus elementos de desenvolvimento, na busca de romper assim modelos e paradigmas que a sociedade por anos tenta conservar. As revisões literárias irão compor todo o procedimento metodológico, resultando então em uma pesquisa bibliográfica. Arte e educação poderão apontar que podem produzir conhecimentos científicos e significativos. Nesse sentido, a Dança tornará um subsídio que tende a facilitar o processo de desenvolvimento das pessoas com deficiência. A inclusão atualmente adentra-se em um caminho social, cultural, político e educacional e assim exige atuações que inovem todo esse processo. A escola poderá se utilizar dessa inovação, juntamente com o educador? Assim o trabalho explicitará que a Dança possui funções que desenvolverá esse processo, pois essa poderá então favorecer nesse processo buscando inovar e criar identidades. Então é necessário buscar a compreensão dessa arte, para que se torne significativa e produza conhecimentos, podendo assim criar novos sentidos de viver as pessoas com deficiência. Por fim pretendo mostrar que a Dança possui ações, movimentos e expressões que são elementos que possibilitam a interação com o outro dentro do contexto escolar, proporcionando assim aos alunos com necessidades educativas especiais uma visão do meio em que vivem, sabendo respeitar seus limites. Nesse sentido, a Dança apontará que possui capacidades de nos revelar que a arte não se encontra no que é belo, mas no que é sentido

Sala de recursos para deficientes visuais: contribuições para o processo de inclusão escolar

This work is situated in the universe of resource rooms with a focus on the teachinglearning disabled students with low vision and visual in two cities of São Paulo. The paper discusses theoretically the historical emergence of these rooms, the deployment in the State of São Paulo and its importance within the context of school inclusion of students with visual impairments. Its purpose is to conduct a general survey of the operating conditions of the rooms from the perspective of the teacher of students. The results verified the contribution of this service as a complementary tool of the ordinary classroom, the use of specific instructional materials and overall educational performance of students. The results indicate that this type of specialized care while receiving criticism, does not promote segregation, but what about the educational needs of these students, who despite the lack of vision, school performance is equal to or better than the other students in the classroom common, it all depends on family support, and dedication to studies by the student. Research has shown students satisfied with the services provided in the resource room, as well as integration and good relationships between teachers and students. We could also highlight the importance of specific training and mastery of knowledge by the teacher to work with the visually impaired person. At the end the results were sent to the schools of this research object of study so that it can contribute to effective work in the educational process for visually impaired students in resource rooms