Do “Quarto de Casa” ao Bairro [Re]qualificação dos Bairros Precários da Cidade da Praia

A presente dissertação aborda um dos maiores desafios que os países em desenvolvimento enfrentam actualmente: o rápido crescimento dos bairros precários sem um planeamento prévio, que chegam a representar nestes países, de um terço a mais de metade do ambiente construído destas cidades. Considerando um território específico – a cidade da Praia, Cabo Verde – a investigação desenvolvida procura contribuir para a compreensão dos processos de formação e transformação dos assentamentos precários e ainda para o debate de soluções de reurbanização. A investigação procurou sistematizar um conjunto de conceitos e metodologias discutidos, actualmente, por diversos autores complementado com a experiência prática da cidade de Valparaíso, Chile, uma cidade construída praticamente sem um planeamento prévio. Estas duas vertentes contribuíram para a construção de um ponto de vista próprio que sustenta a crítica, a reflexão e as opções tomadas. Procura-se compreender e reflectir, através de um olhar crítico, sobre a situação urbana e arquitectónica da cidade da Praia actual, a sua origem e a expansão desde a fundação, a legislação e os instrumentos legais de planeamento. Pretende-se ainda, analisar as soluções propostas pelas entidades que intervêm nos assentamentos precários da cidade frente às tipologias de ocupação adoptadas pela população que não consegue aceder à oferta formal disponível. Priviligiase nesta análise o quarto de casa, a solução mais recorrente, que constitui a unidade mínima a partir da qual a habitação se expande. Estes factores contribuíram para a construção de uma metodologia de intervenção nos bairros precários da cidade da Praia, que se espera que possa ser mais um contributo que poderá complementar as soluções existentes e preencher algumas das lacunas identificadas. Com efeito esta tem como intuito favorecer uma maior aproximação das soluções à identidade, às expectativas e às necessidades da população envolvida. Esta metodologia procura identificar as oportunidades e lacunas, discutir os princípios conceptuais considerados mais pertinentes e reflectir a sua operacionalização a várias escalas e nas diferentes fases do processo.

Desenvolvimento Urbano e Cidades Inclusivas: Estudo Analítico do Princípio Constitucional da Função Social das Cidades

The reality of Latin America points out that the industrialization and urbanization are complementary processes associated each other. Thus, by consequence of the demographic growth, observes the aggravation of an urbanization completely disordered and without infrastructure capable of guaranteeing rights and basic services to the population. In parallel, the dissemination of information, the valorization of human dignity, promoted by social welfare, and expectations of consumption aggravates the tensions among social actors, leading to the Theory of the Right to Development to worry about the (re)construction of cities. Before this reality, the Federal Constitution of 1988 proposed a participatory urban policy, grounded in the ideal of confrontation of social exclusion of a more comprehensive, represented by the principle of the social function of cities, which must be stratified into four inclusion´s central axes, namely: the social in the strict sense, the economic, the cultural and the policy. The Analysis of each of these dimensions, keeping the focus on reality and the Brazilian legal system, composes specific objectives of this work. Thus, through deductive research, with use of technique bibliographical and interdisciplinary, this dissertation aims to make connections between social function and development, proposing an analytical concept for the proposing an analytical concept for the principle of social function of cities, through the study of its basic elements. With this, purports to demonstrate how results, firstly, that the juridical study, to fully understand the process of marginalization, must maintain multidisciplinary perspective, own social sciences. Also aims to demonstrate that the dimensions of inclusion are formed by fundamental rights, individual and collective, of liberties and of social guarantees and that without respect to all of them there is no way to talk about implementation of urban development and nor, consequently, about inclusive cities. At the end, after checking the main legal instruments of urban policy that emphasize the community participation, provided for in the Statute of the Cities, and that potentiate the breakup of the circles of exclusion, the work want contribute to the clarification and the awaken to the importance of a new perspective democratic of development in the country, grounded in the appreciation of the individual for realization of modern management, decentralized and that, therefore, inserts the effective participation of urban communities in the acting of the State

Sentimento de pertença psicológica : uma contribuição da educação na educação social inclusiva na cidade de Arapiraca no Estado de Alagoas Brasil

ABSTRACT Background: The school needs proficiar education able to meet the needs of every child regardless of the social and physical condition linguistically. Objective: This study aims to identify the sense of psychological belonging as a contribution to inclusive social education in the city of Arapiraca / al. Method: The methodology used to conduct this study was triangulated. The quantitative, descriptive and explorative, it was .desenvolvido at a school in Arapiraca - AL, in the period from January 2014 to March 2014, having been asked 38 students and their teachers with special necessidaes. With regard to the qualitative study was chosen for conducting interviews with teachers and students. Results: We questioned 38 students with special educational needs and 20 teachers, and it was found that 25% of teachers have specific training and 75% have no specific training. As for the students most had needs intellectual level. As for the teachers felt unprepared to meet students with special educational needs. On the other hand, it is important to note that among the students surveyed most are affected by stress and depression and reported that such things happen because you often see in the classroom in situations that do not know how to solve and when they seek help, found. Conclusion: The school, set in this context has an important role follow the changes, preparing their students more consciously to exercise citizenship by providing means proficionais skilled resources to this function. It is within the perspectiva of inclusive education we believe to achieve in the future, a society where everyone has their rights respected. The sense of psychological belonging experienced by educators in the classroom has special students is part of their lives. School social inclusion is a process that involves access, retention and success of students, but that requires a lot of educator and many times that is not prepared to answer all the expectations of the particular student. Focusing on the issue of the current situation that the public school experience, is undoubtedly recognize the need for changes in their practices. The search we are undertaking it is to carry on with this discussion in order to build the mission of educators grounded in a conscious inclusion within the educational possibilities available today. Key - words: Education. Inclusion. Citizenship. Psychological, Feeling of belonging.

Desafios da governança urbana : a participação pública como forma de melhorar a governação local – O caso da Cidade da Praia – Cabo Verde

A governança urbana indica um modelo de administração pública que permite alcançar resultados positivos sobre o território, baseado nos princípios da responsabilização, cooperação, transparência, abertura e participação dos diversos actores que compõem a sociedade civil. Perante os desafios da actualidade, a participação pública revela-se como um ingrediente sine qua non para enfrentar as sucessivas alterações políticas, ambientais e socioeconómicas. Ao mesmo tempo que contribui para tornar os cidadãos (mais) pró-activos na resolução dos problemas urbanos comuns e participar na tomada de decisão. Este trabalho busca identificar os principais problemas urbanos das áreas de expansão informal da cidade da Praia (Cabo Verde) e como as populações podem contribuir para a sua resolução. A metodologia baseou-se, numa primeira fase em pesquisa bibliográfica de referência, para depois partirmos para o trabalho de campo, onde aplicamos inquéritos a membros das famílias da Praia Norte (caso de estudo) e efectuamos entrevistas a responsáveis da autarquia e de ONG preocupadas com as questões urbanas. As análises demonstram um grande distanciamento entre a administração local e a população residente na cidade informal, excluída do processo da governação da cidade, ou seja, apoiado num sistema top-down. Perante os graves problemas territoriais (carência habitacional, insuficiência e/ou deficiência das infra-estruturas básicas e equipamentos colectivos), as autoridades têm demonstrado incapacidade para travar o crescimento de novas áreas informais e de proceder à recuperação das existentes. Por outro lado, a passividade da população em nada tem contribuído para solucionar os problemas e melhorar as suas condições de vida. Conclui-se que o caminho para uma boa governança urbana da cidade da Praia, deve passar pela adopção de um sistema de governação estratégica, alicerçado na participação pública, onde as respostas para resolução dos problemas locais possam surgir numa escala bottom-up. Para isso, é preciso maior investimento no papel da cidadania activa, aliado numa política audaz e inclusiva, ou seja, deixar de “olhar” para o cidadão como um mero eleitor para os projectos políticos e passar a relacionar-se com os mesmos, como se de um cliente para uma empresa se tratasse.

Apoio pedagógico, ação coletiva e diálogo: tramas da formação continuada em educação inclusiva

This work detaches the importance of the continued formation of the educators in terms of the inclusive educational process, pointing as basic elements the continued formation of the educational professionals. In this direction, it points and it defends the dialogue in the perspective of David Bohm, with interfaces of the freireanas ideas, as a methodological resource of action that allows the organization of strategies of collective and effective pedagogical support in inclusive schools, in the same time articulates the continued formation of the professionals in education. Characterized as research in a dialogical action with collective participation and collaboration, it counted with the participation of 87 educators, between professors, pedagogical, managing coordinators and specialists of special education in two schools of the state and municipal public system of Natal/RN. The results had pointed with respect to the viability of the dialogue as articulated methodological tool of the continued formation in service, when providing the establishment of personal and professional relationship between the educators, favoring the discursive enjoyment of the lived experiences, allows the organization of strategies of collective and effective pedagogical support in the scholar environment. On the basis of these results, this work also points to some items to reflections as the reorganization of the Secretariats and the schools, in the direction to brighten up the fragmentation and the discontinuity of the pedagogical actions evidenced and to instigate a process of changes that has glimpsed the professional development of the educators through its continued formation in service and the improvement of the school in the way of the concretization of an education directed toward the acceptance, respect and attendance the diversity of its pupils, as detaches the official documents and the studies on the inclusive education

Inclusão de estudantes com deficiência nas instituíções de ensino superior da cidade do Natal/RN:análise das condições oferecidas no processo seletivo vestibular

The number of disabled students, who have entered the university, in Brazil, since the beginning of this century, is undergoing a speed growth. It is a change that follows a global trend that spreads an inclusive education policy and that has had a profound impact on Brazil, with import results in field researches. This subject has been highlighted due to the significant amount of disabled students enrolled in college institutions (IES), although it is still modest the number of studies about it, especially in what matters the assistance given to the candidates to a university entrance examination. The aim of this paper is to investigate how effectively Natal s IES apply the rules established in Brazilian law concerning disabled students, especially MEC/GM Circular Warning n. 277/96, in what respects the conditions given to disabled students preparing to enter a college. The investigation followed a qualitative methodological approach with support on an exploratory study. The data recollection employed questionnaire, semi-structured interview and documental analyses, and the data have been organized and assessed following Minayo s (1996) stages. What concerns the results, it was observed that none of the ten colleges inquired confirmed to possess places exclusively to disabled candidates; six of them, however, offer Special Examining Board in the selection process of disabled candidates. Among eighteen college bills, only two of them offered specific information related to services and resources offered by IES to the candidates who ask for especial assistance concerning examination. During the interviews, four managers avowed the preoccupation in offering an equal selection process, but two of them proved not dominate the subject. In conclusion, the investigated institutions managers do not still seem to respect the rule that guarantees to disabled candidates equal conditions during all the process of the university entrance examination. With this work, we hope do help changing this focus and contribute to new studies on disabled persons studying for a degree

Estudo sobre a implantação do Projeto Escola Inclusiva em uma escola de ensino fundamental do interior de Goiás

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Análise do Projeto Político-Pedagógico: o movimento em direção a uma escola inclusiva

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

Interação entre professora e alunos em sala inclusiva

Pós-graduação em Educação - FFC

Escolarização inclusiva de alunos com necessidades educacionais especiais: um estudo de caso de um município paulista

Pós-graduação em Educação - FFC

O perfil docente para a educação inclusiva: uma análise das atitudes, habilidades sociais e o perfil escolar inclusivo

Pós-graduação em Educação - FFC

Educação do aluno com autismo: um estudo circunstanciado da experiência escolar inclusiva e as contribuições do currículo funcional natural

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Educação infantil inclusiva no Brasil e na Espanha: uma análise comparada de percepções de diretores(as) e de suas equipes

Pós-graduação em Educação Escolar - FCLAR

Adequação curricular: alternativas de suporte pedagógico na Educação Inclusiva

The organization of the inclusive education is a slow and complex process, which has the necessity of investments in supports for all the scholar team. Aiming at spreading one of the actions carried out for the promotion of the inclusive educational practices in a municipal education system in a western city in the state of São Paulo, this paperwork has the objective of presenting an elaborated manual of orientations for the implementation of the individual curricular adaptations (ACIs) for students who demand special educational necessities (NEEs). The material was constituted on the basis of three data sets: 1) tabulation of the evaluations of the curricular adaptations already made; 2) the literature review; 3) analysis of the themes which have emerged during case discussion meetings mediated by the researchers with teachers from the Specialized Pedagogical Support Service (SAPE), with teachers and administrators from the common education system and the technical-pedagogical team. The final version of the manual contemplates the theoretical-operational aspects about the themes: flexibility and curricular adequation, inclusive education, definitions of NEEs, how SAPE works; and it finishes with a model proposal of ACI. It is expected that the spreading of this material can subside new curricular propositions for students with deficiency that are very distant from the academic level expected for the current scholar year.

Análise e reflexão sobre a educação especial inclusiva em Maringá/BR e em Guadalajara /ES

The purpose of this study is to know the route of Special Education in different contexts, the city of Maringa/Brazil and Guadalajara/Spain and analyze the bases underlying the organization, structure and operation of this mode of education having as starting point the process inclusive school. This investigation is based on the theoretical and methodological principles of the historical-cultural notion by Vygotsky. He argues that the existence of fundamental principles underlying the development of children with disabilities. If, on the one hand, the disability imposes limitations on the individual, hindering its development, on the other, just by causing difficulties, enables the movement to compensate, increasing the development of other capabilities. The deficit itself is less. Therefore, it is a field research carried out by means of observations, literature search and document analysis in early childhood education institutions visited in the cities mentioned above. The results showed that there are peculiarities of its path, organization and functioning of Special Education in each of the contexts analyzed. Referentemente the inclusive education movement, it is clear that Spain is a precursor of this process therefore has the right conditions in different ways to conduct the service children with special needs, and on the other hand, schools have the resources and specialized materials they need. While in Brazil the operationalization of these measures occurs more slowly. Thus, we can say that this process of inclusive education does not happen in a linear fashion within mainstream schools and so little action in the different forms of special education in two contexts analyzed.