Disseminação da informação nos Websites das instituições do patrimônio público: um enfoque nos arquivos permanentes

Pós-graduação em Ciência da Informação - FFC

O arranjo de fotografias em unidades de informação: fundamentos teóricos e aplicações práticas a partir do Fundo José Pedro Miranda do Arquivo Público e Histórico de Ribeirão Preto

Pós-graduação em Ciência da Informação - FFC

Diretrizes de usabilidade para programas interativos de entretenimento para público idoso em TV Digital

Pós-graduação em Televisão Digital: Informação e Conhecimento - FAAC

Ensino de história e cultura afro-brasileira: uma análise do caderno do professor de história do ensino médio público paulista

Pós-graduação em Educação - FFC

Análise comparativa de um documento de adequação curricular

From the ideologies of inclusive education, the development and adoption of new organizational practices in the school curriculum are noted. In this sense, the work presented here aims to report part of implementation and development process of a individual instrument of curricular adaptation (ACI), to students with special educational needs, especially disabilities, or strong disabilities evidences, who were enrolled in mainstream school. This research aim is to present and to analysis comparatively the structure and use of a didactic-pedagogical curricular adequacy tool, employed by the Department of Education City teachers from a city of Sao Paulo. Two different groups of teachers who worked with students with special educational needs participated in this study, the first (G-1) has had contact with the instrument, and the second (G-2) unknown the instrument. The data collection procedure was the application of a questionnaire consisting of 11 multiple choice questions to the sample. It was noted the document evaluation was positive for most participants from G-1, and participants in G-2 show interest in adopting an instrument to facilitate the teacher activity in organization of education process with special educational needs students. In this way, it’s possible concludes that the instrument analyzed ACI was considered by both teachers groups with a useful pedagogical procedure, able to guide them to elimination of procedural barriers to access to the curriculum towards the realization of an inclusive school.