Percepção de competência na execução de atividades realizadas por escolares com e sem deficiência

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Processos de inclusão e exclusão escolar: um estudo em uma escola pública do ensino fundamental I utilizando o “Index para Inclusão”

Pós-graduação em Psicologia do Desenvolvimento e Aprendizagem - FC

Reflexões de professores iniciantes e experientes sobre a iniciação à docência e inclusão escolar

Pós-graduação em Educação - FCT

Escolas do campo e atendimento educacional especializado em sala de recursos multifuncional

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O trabalho educativo com alunos portadores de deficiência intelectual

Thinking the school as an institution of equal access for every type of kid, youthful, and adult, to education, It was thought for this assignment to focus in inclusive education in defense of the right of all students to be together, learning and participating without any kind of discrimination. Knowing the large scope of the theme Inclusive Education , subdivided by MEC in four types of disabilities, as follows: auditory, visual, motor and intellectual. It was decided to approach here; intellectual disability, to be a disability that covers a vast number of limitations and that is largely present in the school environment. This work will sought to better understand this deficiency and the work with students carrying it into the classroom

Autismo: aspectos cognitivos, educacionais e neurobiológicos com base na análise dos livros Mundo singular: entenda o autismo e o Os gatos nunca mentem sobre o amor e na literatura especializada

The autism is a severe mental illness that involves psychological, social, educational and neurobiological aspects. The Education plays an important role in recovering, preserving and increasing the cognitive task of people with autism. There are several ways to observe a person with autism. Through the studying of cases, it is also possible to address issues of everyday life of the person with the illness, its cognitive issues and its obstacles of psychosocial involvement, as well as psychological aspects such as illness acknowledgement. Through specialized literature, it is possible to identify characteristics referring to the learning process and neurobiological components involved in the condition, such as brain activity disorder and genetic factors. The objectives of this paper are: from the analysis of two books: Unique World: comprehend the Autism (SILVA, A. B. B; GAIATO, M.B; REVELES, L.T) and The cats never lie about love (DILLON, J.), it is intended to describe cognitive and psychosocial aspects of the autism. Based on the specialized literature, the goal is to identify cognitive and neurobiological components in the illness. The methods that were used: analysis of the books Unique World: comprehend the Autism and The cats never lie about love to describe psychosocial and educational aspects of the autism; analysis of the specialized literature to identify clinical and neurobiological components of the illness, such as changes in brain activity, genetic factors or clinical evolution; and also details of the Education role in preserving the person with autism and his cognitive and emotional development. The study had the documentary research as reference for the methodological design, including book analysis and research in specialized literature. It is intended to deepen discussions about the Education roles related to the cognitive and neurobiological aspects of the autism

Efeitos de um programa com jogos virtuais na aquisição de habilidades psicomotoras de crianças com paralisia cerebral

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Hipomineralização molar incisivo: qualidade de vida relacionada à saúde bucal e percepção estética em escolares de 8 a 12 anos

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Caracterização molecular do gênero Cephalotes (Hymenoptera, Formicidae) e da presença e frequência do endossimbionte Wolbachia

As formigas do gênero Cephalotes, rapidamente identificadas por suas operárias polimórficas de cutícula resistente e cabeça achatada possuem seu sucesso ecológico creditado à sua dieta predominantemente generalista e nidificação em cavidades pré-existentes de troncos de árvores. Possuem hábitos exclusivamente arborícolas e ocorrem nos trópicos e subtrópicos do Novo Mundo possuindo ampla distribuição geográfica. O grupo apresenta uma interessante associação com microorganismos. No presente trabalho foi feita a caracterização molecular e estudo de relações filogenéticas do gênero através da amplificação e sequenciamento de fragmento do gene 28S do DNA Nuclear de três populações localizadas em Rio Claro-SP e São José do Rio Preto-SP de duas espécies de Cephalotes: C. pusillus e C. clypeatus. Também foi feito o levantamento da ocorrência e frequência do endossimbionte Wolbachia em sete populações de Cephalotes localizadas em São José do Rio Preto-SP, Guaraci-SP, São Carlos-SP, Araraquara-SP, Delfinópolis-MG e Rio Claro-SP; abrangendo três espécies: C. pusillus, C. clypeatus e C. atratus. Esse levantamento foi realizado com a utilização de ferramentas moleculares para a análise do gene codificador da proteína de superfície de membrana do endossimbionte, o wsp. Para analises de filogenia e também do endossimbionte, foi realizada a extração do DNA total de operárias, a amplificação do gene através da técnica de PCR utilizando os primers já estabelecidos e em seguida, as amostras foram sequenciadas pelo método de Sanger. Os resultados obtidos mostraram relações monofiléticas dentro da subfamília Myrmicinae, a qual pertence o gênero Cephalotes. As análises do gene 28S trouxeram resultados otimistas no estudo da caracterização molecular do grupo. Os resultados da analise do endossimbionte corroboraram com estudos anteriores com outras espécies do gênero Cephalotes, onde ocorreu alta...

As contribuições da Pedagogia Waldorf no atendimento a diversidade e na valorização das diferenças

The ideal of Waldorf Education, since the opening of the first school in 1919, was based on innovative principles for a humanized society. Among those principles, there was the attendance of all children without distinction, which is exactly the main idea of the inclusive school. Waldorf pedagogy defends that under the right pedagogical action and care with the individual development, anyone can develop, regardless of their disability. This statem ent highlights the main objective of this methodology, that is the human development, aligned to another fundamental guideline of inclusive education. Accordingly, the hypothesis of this work is that Waldorf education promotes inclusive schooling contexts, attending diversity and valuing differences. The general objective of this study is: analyze Waldorf Education to verify if it promotes inclusive contexts. And the specific objetives were: identify elements in this practice that favors diversity attend; analyze the practice of a Waldorf school, considering documentation, structure, and conception of managers, teachers and parents. The study was based on quantitative and qualitative research approach, and the data was collected trough observation of teaching practices in a classroom where a disabled student was present, as well as through documentation and observation of the school environment. Furthermore, in order to verify the understanding of parents (71 individuals) and teachers (18 individuals) on inclusion, a specific questionnaire was developed for each of these two groups. For the records, a diary and an observation script were used. It was concluded that Waldorf methodology provides all the necessary conditions to inclusion, mainly due to it's enhancement of individuality, didactic organization and it's roots in social relations