Inclusão social pela educação: uma necessidade especial para profissionais da ��rea

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Nas tramas da educação inclusiva: considera����es sobre as pol��ticas p��blicas educacionais para a inclusão

P��s-gradua����o em Servi��o Social - FCHS

Inclusão no mercado de trabalho: analisando a rela����o escola e empregabilidade de pessoas com defici��ncias

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Educação especial: rememorando os caminhos escolares e formativos de um grupo de professores na cidade de Araraquara/SP

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

A inclusão de crian��as com necessidades educacionais especiais na educação infantil: uma an��lise do curr��culo moldado pelas pr��ticas pedag��gicas de professoras da rede municipal de ensino de Bel��m

A pesquisa faz uma an��lise do curr��culo moldado pelas pr��ticas pedag��gicas desenvolvidas pelas professoras da rede municipal de Bel��m Par�� a partir da inclusão educacional na educação infantil de crian��as com necessidades educacionais especiais (NEES) proposta no Projeto Pol��tico Pedag��gico Escola Cabana. Deste modo, nossas quest��es-problema apontam no sentido de investigar como se deu o processo de inclusão educacional de crian��as com NEES ap��s a implanta����o da Escola Cabana; Que pr��ticas pedag��gicas foram adotadas pelas professoras que atenderam ��s crian��as com NEES inclu��das na educação infantil da rede de ensino do munic��pio a partir da gest��o Governo do Povo (1997-2004), e ainda, que curr��culo foi moldado a partir das pr��ticas pedag��gicas dessas professoras p��s-inclusão. Temos como objetivos de pesquisa, analisar o processo de inclusão educacional na rede, identificar as pr��ticas pedag��gicas adotadas pelas professoras e analisar o curr��culo que foi moldado ap��s a inclusão na educação infantil de crian��as com NEES. Na realiza����o do estudo adotou-se uma abordagem qualitativa, recorrendo-se a entrevistas semi-estruturadas e an��lise documental no processo de coleta de dados. Os resultados da pesquisa revelaram que o processo de inclusão educacional efetivado nas escolas e unidades de educação infantil da rede municipal se deu com grandes dificuldades estruturais, principalmente na implementa����o de adapta����es no acesso ao curr��culo da educação infantil. Para as professoras, a inclusão de crian��as com necessidades educacionais especiais foi um grande desafio em suas pr��ticas pedag��gicas. O acesso ao conhecimento escolar para essas crian��as se deu, ent��o, com o curr��culo moldado pelas pr��ticas das professoras que experienciaram o movimento da inclusão educacional na Escola Cabana.

Estudo evolutivo de concep����es de crian��as e adolescentes sem defici��ncia sobre as defici��ncias e suas atitudes sociais em rela����o �� inclusão

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

O saber fazer docente na educação para a sexualidade em Coimbra, Portugal: a realidade de 02 escolas de ensino b��sico

The research addresses the teacher know-how in relation to how it is crafted to education for sexuality in two public schools in Coimbra - Portugal, with teachers from different areas of the 3rd cycle of basic education (humanities, sciences and biological sciences), which corresponds to the Elementary School II in Brazil. It will be based on law 60/2009 of August 6, regulated by Decree 196-A of April 9, 2010 of the Ministry of Education - Portugal, which establishes the implementation of sexual education in primary and secondary schools across the country. This research is funded by FAPESP - Research Support Fund of the State of S��o Paulo, process number 2011/12902-3. The research was based on a qualitative approach, conducting case studies and using semistructured interviews for data collection. The performance of the topic of sexuality and gender relations at Portuguese���s classroom aims to provide young people the opportunity to exercise their sexuality in a responsible, healthy and pleasurable way. The law seeks to ensure that this work is established in the Portuguese school effectively. Therefore, the trajectory of teachers formation (initial or continuing) will also be a focus of this research, to understand how and where it is built and how they act in their daily classroom practices, with their students the sexuality and gender relations

Inclusão escolar de um aluno com autismo: descrevendo pr��ticas de alfabetiza����o em uma escola p��blica - ciclo I

Learning the written language has been the subject of research and study of various sciences in recent decades, in the same way that inclusion in regular education of students with disabilities such as autism, also has been the subject of discussions in the academic and even political. However, it can be observed that these two topics are disjointed, despite the importance of ownership of the system of writing by students with autism, because that would be a way to facilitate social interaction, which is the principal difficulty of this students. This research intend to describe the inclusion process of a student with autism into a common room of the initial years, in a public school, observing which are the strategies used by the teacher in the literacy process, as well as analyze the collaborative process developed by the researcher. The methodology was a qualitative and collaborative research, the kind of case study. The participants were a teacher and her students, from the cycle I of Primary School of a public school, among which, one is diagnosed with autism. The instruments used to the data���s analysis were interviews, with the teacher and the mother of the student with autism; the written productions of the student during the research; camp diary; and the observations made during the research. To the interventions, were used alternative practices, including material production (a mobile alphabet and a album of photos), that make more easy the process of literacy, The results showed the great difficulty in performing the interventions in a collaborative process, considering that in the observations, it was found that the practices of this teacher were traditional, and also there was no planning, on her part, content to be deal with the students. Otherwise, related to the development of the autism student���s written language, it could be seen like a breakthrough, have in...

Sala de recursos para deficientes visuais: contribui����es 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 S��o Paulo. The paper discusses theoretically the historical emergence of these rooms, the deployment in the State of S��o 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

Educação Matem��tica e Inclusão Escolar: a constru����o de estrat��gias para uma aprendizagem significativa

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)

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

Conselho Nacional de Desenvolvimento Cient��fico e Tecnol��gico (CNPq)

O abandono do trabalho docente em aulas de educação f��sica : A invisibilidade do conhecimento disciplinar

This research aimed to recognize similarities and differences in the configuration of cases of teachers of Physical Education characterized by dereliction of teaching. This study tried to understand how members of the school community, especially managers, see (if they do) the teaching practices of two teachers with similar teaching propositions in the classroom, but with a different engagement with the institution.The text was constructed based on two case studies developed in 2010 in public schools in counties of northeastern states of Rio Grande do Sul. Data were collected based on semi-structured interviews and field diaries.The results indicate that the neglect of teaching is perceived by members of the school community only when the teacher rejects any proposition in class and does not respond to other needs of the school, and his action is not acknowledged. The teacher is not guided by the contents of the higher education of the school discipline, and still does not change the school routines and minimally contemplates the tradition. The knowledge addressed (or not) in Physical Education classes is invisible to the eyes of school administrators

O abandono do trabalho docente em aulas de educação f��sica : A invisibilidade do conhecimento disciplinar

This research aimed to recognize similarities and differences in the configuration of cases of teachers of Physical Education characterized by dereliction of teaching. This study tried to understand how members of the school community, especially managers, see (if they do) the teaching practices of two teachers with similar teaching propositions in the classroom, but with a different engagement with the institution.The text was constructed based on two case studies developed in 2010 in public schools in counties of northeastern states of Rio Grande do Sul. Data were collected based on semi-structured interviews and field diaries.The results indicate that the neglect of teaching is perceived by members of the school community only when the teacher rejects any proposition in class and does not respond to other needs of the school, and his action is not acknowledged. The teacher is not guided by the contents of the higher education of the school discipline, and still does not change the school routines and minimally contemplates the tradition. The knowledge addressed (or not) in Physical Education classes is invisible to the eyes of school administrators

O abandono do trabalho docente em aulas de educação f��sica : A invisibilidade do conhecimento disciplinar

This research aimed to recognize similarities and differences in the configuration of cases of teachers of Physical Education characterized by dereliction of teaching. This study tried to understand how members of the school community, especially managers, see (if they do) the teaching practices of two teachers with similar teaching propositions in the classroom, but with a different engagement with the institution.The text was constructed based on two case studies developed in 2010 in public schools in counties of northeastern states of Rio Grande do Sul. Data were collected based on semi-structured interviews and field diaries.The results indicate that the neglect of teaching is perceived by members of the school community only when the teacher rejects any proposition in class and does not respond to other needs of the school, and his action is not acknowledged. The teacher is not guided by the contents of the higher education of the school discipline, and still does not change the school routines and minimally contemplates the tradition. The knowledge addressed (or not) in Physical Education classes is invisible to the eyes of school administrators

A ESCOLA INCLUSIVA EST�� POSTA, E AGORA?

O ambiente escolar �� muito rico de hist��rias, de momentos, de aprendizados e de experi��ncias. Todo professor sempre tem muito a contar. A diversidade de pessoas nesse universo faz com que tenhamos um cotidiano escolar sem rotinas, sem limites para a criatividade. Quando se depara com algo novo ou inesperado, o professor parece se transformar num agente inovador; conquistar o espa��o, a situa����o de maneira a domin��-la e, nas mais variadas oportunidades, surpreender com estrat��gias enriquecedoras. Nesta pesquisa temos a oportunidade de compartilhar viv��ncias ��nicas e singulares que possibilitaram contribuir para as j�� existentes no campo do fazer pedag��gico com alunos com necessidade educacionais especiais. Experi��ncias frustrantes tamb��m ocorrem no espa��o escolar, por��m na busca por dar a voz ao professor que desempenha o atendimento educacional especializado, relatamos aqui as experi��ncias de sucesso. Com isso registramos a contribui����o de um col��gio da rede particular de ensino que tem como uma de suas metas a educação para todos.