Inclusão escolar no período de 2009 a 2013 sob a perspectiva das matrículas no censo escolar no Brasil

Pós-graduação em Educação Escolar - FCLAR

epresentação de linhas de transmissão por meio do modelo de bergeron: inclusão do efeito da frequência nos parâmetros longitudinais

Pós-graduação em Engenharia Elétrica - FEIS

Formação de professores de educação física para inclusão educacional usando tecnologia assistiva

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Formação continuada do professor de educação física em tecnologia assistiva visando a inclusão

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Análise quimico-farmacêutica de Darunavir etanolato em comprimidos e de seu complexo de inclusão

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Inclusão da pessoa com deficiência intelectual no mercado de trabalho: avaliação de um programa de capacitação profissional

Pós-graduação em Psicologia do Desenvolvimento e Aprendizagem - FC

Educação Matemática e Inclusão Escolar: a construção de estratégias para uma aprendizagem significativa

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Salas de recursos multifuncionais: contexto de Inclusão Escolar para os alunos público-alvo da Educação Especial ?

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Alunos com surdez e o processo de inclusão: uma análise dos discursos sobre língua de sinais

The process of inclusion of deaf students at regular and specialized educational institution is a complex issue, which has the main point of discussion its specificity linguistic represented by Brazilian Sign Language. Whereupon, this research analyzed how the discourses of young students with deafness on this type of education at regular and specialized educational institution from a city situated in the State of São Paulo. The aim of this study was analyze the relations between the discourses of deaf students and their production conditionals, using the dimension of Discourse Analysis and the historical-cultural psychology. As parts of this research, were used four deaf students enrolled in schools belong in the city of São Paulo, which two schools are regular and two are specialized to deaf people. The collection instruments build themselves in observation of dialogue situations in classroom and interview semistructured. The interviews were made by video recording, researcher and an interpreter. The results showed that discourse of the student enrolled in the specialized school differs in relation to the ideals of bilingual education, in this case defended by users of the Brazilian Sign Language, fact not observed in the context of the regular school.

Caminhos da inclusão percorridos pelo Brasil

This paper aims to discuss and reflect the trajectory of inclusive education in Brazil, for such it is important to bring as she is becoming. The notion of inclusion is directly related to the right to equal that from the eighteenth century marks the social constructions and political ideas and social relations stuck on democracy and / or equality in the world, as well as in Brazil. But what is presented in the practice of social relations today is as an equal and non-homogeneity and recognition of identities, cultures and specific needs of each. Inclusion and integration are being discussed all over the country, but it's still a fact that deserves more involvement by all actors of society. She was raised primarily in the form of laws, decrees, documents, and now gaining ground in academic research showing the differences between the two terms, and finally is reaching the school, although it is still insufficient participation, with regard to transformation of the trader concerned with working in a school for all, along the lines of an egalitarian society with respect for diversity. To this end this paper argues the importance of continuing education in all areas of knowledge for the implementation of public policies actually everyone regardless of their differences.

A problematização da docência universitária no contexto do capitalismo universitário

The university environment is in metamorphosis, in a possibility of its recreation in the presence of a knowledge revolution at full XXI century. Its structure, based at a science model, presents itself undermined by not breaking the stagnation in a world that inaugurates boundaries of uncertainty for all humanity participants. From that perception, this work intend to understand how the globalization has been reduced the workforce of the university teacher. Moreover, how the hegemonic groups, derived from insertion of capitalism and globalization, root themselves in the academic environment – before considered a space of autonomy – is transforming the teaching profession through mechanisms of alienation and doctrinairism that disseminate the heteronomy as alternative for maintenance of dogmas and, therefore, certainties.

Considerações sobre a inclusão escolar de alunos com necessidades educacionais especiais na educação de jovens e adultos

This work carried through an exploratory study with nine students with Special Educational Needs (SEN) that had passed for the scholarship in last the ten years and who were registered in the modality of Education for Young people and Adults (EYA). The objective was to identify the effect of the inclusive education, with regard to access and equity in education, in relation to the acquisition of reading, writing and calculation, having as reference the initial cycle of literacy. The research was developed with students aged between 16 and 46 years, in a city in interior of São Paulo (Brazil). About the participants, three were attended the Term I: (1ª and 2ª series), three the Term II (3ª e 4ª series) and three the Term III: (5ª series). An Instrument of Evaluation was elaborated, with specific questions of Portuguese language and mathematics. The study found that in the last ten years, of the investigated group, few students had frequented regular school and those who attended were for a short period of time. The great majority studied, in recent years, only in special school, against the current legislation of inclusive education policy in the Brazilian educational system. Although the students receive the classification of students with SEN, the scholar system demonstrate difficulties in taking care of these students in theirs specific demands of learning and remain, still, the necessity of adequate training of teachers to work in the inclusive schools and to attend the diversity present in the classroom.

Inclusão de alunos com deficiência em escolas do campo: desafios da docência em contextos multisseriados

The challenges of dealing with diversity in the school, in a society that values standards, which homogenizes subjects, have been one of the main issues raised, both by researchers in the field of education as the segments that produce the policies in our country. The teatchers transformations, in the new needs prevailing in the era of postmodernity have inspired improvements in the teaching- -learning process and provide conditions to seek training professionals aware and critical in the process of being on social diversity. The present study aimed to investigate the challenges of teaching practice in the process of inclusion of students with disabilities in public schools in the Field of Concordia-SC. Such institutions have structures in their multigrade classes and organizations – with one teatcher for all. The methodological approach was qualitative in nature, with the instruments to collect data, semi-structured interviews and non-participant observation. We research subjects, two teachers of multigrade classes, Azucena and Dalia, which have enrollment of disabled students and the schools that comprise the Concordia Field. It was observed that as a result the main themes emerged from the interviews were: 1) Valuing and respecting the characteristics and capabilities of each student, 2) Design of classroom space as heterogeneous, rich in human diversity, 3) Cooperative work as a potentiator rhythms and different styles of learning, 4) continuing training of teachers: ensuring a “know-how”. It is hoped that the results of this study contribute to the formation and performance of the teacher in the process of inclusion of students with disabilities in school areas, especially in schools field.

Análise das diretrizes curriculares dos cursos de licenciatura em relação à formação de professores para inclusão de alunos com necessidades especiais

As políticas educacionais inclusivas, difundidas a partir dos anos 1990, vêm favorecendo o aumento do número de alunos com necessidades educacionais especiais (NEE) matriculados em classe comum, no entanto, os professores que os recebem, em sua maioria, estão despreparados para atendê-los. Tomando como base essa situação, o presente estudo teve o objetivo de analisar as orientações contidas nas diretrizes curriculares dos cursos de licenciatura em relação à preparação dos futuros professores para inclusão de alunos com NEE. Para tanto, realizou-se uma pesquisa documental. Foram selecionados recortes temáticos nos textos das referidas diretrizes de maneira a identificar os extratos que contemplavam recomendações ou comentários referentes ao processo de formação dos professores em relação à inclusão de alunos com NEE. Pelos resultados obtidos nos documentos analisados, constata-se, com raras exceções, uma significativa carência de orientações claras e amplas a respeito do tema em questão. Portanto, considera-se que as referidas diretrizes precisam ser aprimoradas em relação à questão em pauta. Com base nos conhecimentos desenvolvidos na área, sugere-se que as mesmas orientem a inserção de pelo menos uma disciplina sobre o tema inclusão de alunos com NEE; a inserção de conteúdos afins nas demais disciplinas dos cursos de licenciatura; a disponibilização de estágios em salas de aulas inclusivas, bem como a indicação dos conteúdos a serem trabalhados. Avalia-se que a efetividade do processo de inclusão dos alunos com NEE assenta-se na articulação entre as políticas educacionais e as políticas de formação dos professores.

Formação inicial de professores e educação de jovens e adultos: possibilidades da extensão universitária

The present work aimed at investigating the possibilities and limits of academic extension programs as an environment for initial teacher learning and training. It also focused on investigating the main difficulties identified by Pedagogy and Social Science students about this initial training regarding its use in actual teaching activities. It focused on undergraduate students’ perceptions concerning their involvement in an academic extension project which enabled them to interact with students as teachers in a Youth and Adult Education program, during a whole academic year. Semi-structured interviews were done with nine participants. The content of these interviews was analyzed and divided into four thematic categories. The results show that, for these students, what makes this kind of project unique is the possibility of acting in real situations, under supervision, which provided a moment for reflection. Focusing on supervision, the students point out that this resource is not usually there in traditional internship situations – and that they consider it an important and necessary aspect. It was also indicated the relevance of practice, self-awareness and teaching activity experiences. In conclusion, it was perceived that academic extension programs must be more intensively appreciated, given the coordinating role it can play between investigative and didactic activities, both key to initial training.