Educação inclusiva no Brasil: revis��o sistem��tica e an��lise bioecol��gica

Este trabalho enfoca a problem��tica da inclus��o educacional de alunos com defici��ncia no ensino regular brasileiro. A partir da revis��o sistem��tica da literatura sobre o tema foi poss��vel apresentar dois estudos. O primeiro tem natureza descritiva, objetivou revisar artigos sobre inclus��o de alunos com defici��ncia no ensino regular brasileiro, a fim de investigar o panorama da pesquisa nessa ��rea. Foi utilizada a revis��o sistem��tica na biblioteca virtual da SciELO, na qual foram selecionados 138 artigos para investiga����o. Os resultados desse primeiro estudo apontaram que as pesquisas sobre inclus��o educacional avan��aram a partir do ano de 2005, principalmente nas regi��es sudeste e sul, com preval��ncia de pesquisas emp��ricas em diversas ��reas do conhecimento e com destaque para a educação. O segundo estudo analisou artigos cient��ficos, que tratam da inclus��o de alunos com defici��ncia no ensino regular de acordo com a concep����o te��rico-metodol��gica da teoria bioecol��gica do desenvolvimento humano. A partir da revis��o sistem��tica da literatura e a avali����o do instrumento CASP se selecionou 16 artigos que foram analisados a partir do modelo bioecol��gico PPCT. Observou-se que a partir dos dados apresentados o uso da teoria bioecol��gica foi ��til para investigar pesquisas e sistematizar a organiza����o de trabalhos.

O instituido e o vivido na forma����o docente para educação inclusiva: representa����es sociais de professores egressos do Curso de Licenciatura em Biologia do IFPA

Este estudo tem por objeto as Representa����es Sociais de egressos do curso de Licenciatura em Biologia do Instituto Federal de Educação, Ci��ncia e Tecnologia do Par�� ��� IFPA acerca de sua forma����o docente na perspectiva da inclus��o escolar de alunos com defici��ncias. A problem��tica se orientou com foco nas representa����es sociais anunciadas pelos professores sobre sua forma����o para a inclus��o. O Objetivo principal do estudo foi Analisar o processo de constru����o das Representa����es Sociais de egressos de licenciaturas do IFPA sobre sua forma����o docente com vistas �� inclus��o. A Metodologia seguiu a abordagem qualitativa ��� descritiva ��� interpretativa ��� anal��tica com a inten����o de ouvir o que esses professores t��m a dizer sobre a inclus��o de alunos especiais, assim como essas representa����es se constroem e qual o reflexo delas na a����o do indiv��duo. Trata-se de uma pesquisa de campo e teve como finalidade aprofundar nosso conhecimento sobre o assunto estudado. Os sujeitos da pesquisa foram 10 professores egressos oriundos do campo das ci��ncias naturais que aceitaram participar desse estudo. Os dados da pesquisa foram coletados por meio do question��rio para a realiza����o do levantamento socioecon��mico, da entrevista na modalidade semi-estruturada com a inten����o de apreender os discursos verbais dos professores que foram tomados como a fonte reveladora das representa����es sociais; e T��cnica da Associa����o Livre de Palavras que teve como objetivo destacar imagens relevantes das poss��veis representa����es dos docentes. Para a compreens��o dos dados foi utilizada a t��cnica de an��lise de conte��do categorial na perspectiva de Bardin. Ao analisarmos os dados que os sujeitos entrevistados apresentaram considerando as unidades de sentido sobre determinados aspectos que permeiam a Forma����o Docente e Educação Inclusiva, destacamos quest��es dial��ticas como as rela����es entre inclus��o e exclus��o, afetividade e conhecimento, teoria e pr��tica, assim como apontamentos conflitantes que sinalizam determinadas ang��stias profissionais. Desta forma os resultados mostram que as representa����es dos professores acerca do objeto de estudo apresentam-se de forma variada, revelando a necessidade de redimensionamento de a����es pedag��gicas, profissionais e estruturais e est��o aliadas ��s cren��as, ��s conven����es e �� tradi����o que ao longo da hist��ria e da cultura educacional vem refor��ando a imagem do aluno com necessidades educacionais especiais, associada �� concep����o de defici��ncia e de aluno que foge ao modelo estabelecido pela sociedade. A pesquisa ainda revela representa����es sociais que permeiam as constru����es psicossociais sobre forma����o e Educação Inclusiva, indicando que entre os valores e os conhecimentos priorizados para pensar e, conseq��entemente agir est��o fortemente vinculados aceita����o das diferen��as a partir de a����es solit��rias, ou seja, de um protagonismo individual.

Pedagogia, educação especial e educação inclusiva na UNESP: hist��ria e trajet��ria

This article addresses the historical constitution of Pedagogy undergraduate courses and their current proposal for teacher education and for the management of education systems. Another aspect discussed in the text is the constitution of the Pedagogy undergraduate courses at UNESP, the movement of each one, its specificities, relationship with the national trend, political aspects, and also the implications of the national guidelines for training in special education and the inclusive education approach in teacher education. Nowadays, UNESP has six Pedagogy undergraduate courses that are strongly consolidated and active in the Brazilian educational scenario in the area of teaching, research and extension education, and although UNESP has progressed towards conforming the national guidelines, each course has peculiarities in its pedagogical projects. As a result of this and of the history of the FFC in Mar��lia, we found an organization that includes the perspective of an inclusive education.

Os cursos de Pedagogia da Universidade Estadual Paulista e a Educação Inclusiva

Inclusive education is seen as quality education that should be provided by the educational system for all children, young people and adults. In order to put such a proposal into effect, qualified personnel are needed who are equipped to face such a challenge. This paper aims to examine the curriculum matrices of Pedagogy courses of the Universidade Estadual Paulista - UNESP that intend to prepare future teachers to follow an inclusive perspective. To this end, the political-pedagogical projects of six Pedagogy courses, the University resolutions that regulate the courses and excerpts taken from interviews carried out with course coordinators were analyzed. In order to analyze the curriculum matrices, the required subjects were distributed on a table according to the following categories: 1) specific subjects related to inclusive education, 2) number of hours of each subject related to inclusive education, 3) specific subjects related to special education and 4) amount of time scheduled for each subject related to special education. Among the six Pedagogy courses, five had subjects that focused on issues related to inclusive education, with varying time allotments, and four had subjects focusing on specific issues related to special education.

Forma����o de leitores surdos e a educação inclusiva

P��s-gradua����o em Educação - FFC

A educação de jovens e adultos: desafios de uma proposta de educação inclusiva: perfil do aluno

The inclusion of students with disabilities in youth and adult education is still new and there is little literature on the issue, which makes it both nationally relevant, and timely in the context of the construction of inclusive schools for all. The present study aimed to characterize the profile of the student of Youth and Adult Education in a medium size city of S��o Paulo, between the years 2011 and 2013. For the study documentary analysis was carried out using the Student Registration System of the State of S��o Paulo (PRODESP) for the study. A roadmap for the characterization of students was used, as a research instrument. It was possible to obtain data regarding the total enrolment per year, number of students with disabilities, types of disabilities, gender and age. Youth and Adult Education���s search for people with disabilities is increasing and accordingly, we observe that the target audience of YAE today has changed, including people with disabilities, indicating the need to consider development of teaching practices in line with the needs and demands of new YAE students.

O transtorno global do desenvolvimento na educação inclusiva: escola comum ou escola especial?

Este trabalho configura-se numa proposi����o de estudo de caso, que procurou discutir e orientar a pr��tica pedag��gica de alunos da educação especial, com vistas ao seu desenvolvimento acad��mico. Foi realizado no decorrer de um ano letivo, numa unidade escolar de uma rede municipal de ensino do oeste paulista. Contou com a participa����o de professores do ensino comum, da educação especial, gestores da escola e fez parte de um conjunto de a����es desenvolvidas no projeto de extens��o universit��ria, numa proposi����o conjunta entre universidade e escola. Num primeiro momento foram realizadas observa����es do cotidiano escolar de um aluno com transtorno global do desenvolvimento, autismo, e de uma aluna com duplo diagn��stico, paralisia cerebral e autismo, associada �� coleta de informa����es sobre as trajet��rias educacionais e os diagn��sticos cl��nicos. Com base nessas informa����es efetivaram-se interven����es psicoeducacionais com os alunos e professoras especialistas e aplicou-se a Escala de Comportamento Adaptativo Vineland. De modo geral, identificou-se um padr��o restrito de aprendizagens funcionais e comportamentos interacionas nos casos observados. Ao final da proposta questionou-se qual a contribui����o das pr��ticas pedag��gicas, ofertadas na sala de aula comum, para o desenvolvimento educacional dos alunos em quest��o. As an��lises foram compartilhadas com os profissionais da escola e com os respectivos familiares, e direcionamentos foram apontados a favor da manuten����o no ensino comum ou ao encaminhamento �� escola especial.

Implementa����o da educação inclusiva: an��lise do projeto pol��tico pedag��gico das escolas

The Policy Pedagogical Project can be understand like a guide element of education actions, that links itself to a history social project, bringing an specific way to understand the school and its function in society. The actual brazilian legislation is based on inclusive educational policy defended since 1990 by Ministry of Education. Faced this situation the present research intends verify if the schools are organized to act into this new paradigm, using analisis of the Policy Pedagogical Projects. That's why were analized the projects of 6 public schools of basic study that attend impaired students in regular classes. Those projects were analized based on a inclusive school indicators purposed by the Ministry of Education, that is based on a specific theorical reference and on determined actions that favor the impaired student learning. The data pointed that the majority of schools shows in theorical camp assumptions vinculated to Inclusive Education Policy. However, the presented actions are still shy and limited, so there is no differentiated purpose that attend the educational needs of impaired students. It concludes that the speech about inclusive education have already been assimilated by the school, however the actions are still begginers. The Pedagogical Project colectively built, could constitute an effective instrument to think about an make a quality school, an emancipatory school for all.

Adequa����o curricular: alternativas de suporte pedag��gico 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 S��o 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.

As contribui����es da Educação Especial para promo����o da educação inclusiva nas normativas brasileiras

Este texto objetiva apresentar, de forma cr��tica, uma retrospectiva pontual das normativas brasileiras que orientam a escolariza����o de alunos da Educação Especial, na perspectiva da educação inclusiva. Em defesa da revis��o dos procedimentos de ensino na formula����o das pr��ticas educacionais inclusivas, as normativas sugerem mudan��as importantes quanto: ao l��cus de escolariza����o do p��blico da Educação Especial, a defini����o dos que dela se beneficiam e a revis��o do seu papel em prol da consolida����o da educação inclusiva. As normativas indicam ainda orienta����es espec��ficas no que diz respeito ��s provid��ncias instrumentais, infraestruturais, e de ajustes curriculares, entre outras. Tais recomenda����es intencionam assegurar condi����es mais favor��veis de progresso acad��mico aos alunos com defici��ncia, transtorno global do desenvolvimento, altas habilidades e/ou superdota����o no sistema p��blico de ensino. Pelo interm��dio de um julgamento criterioso dos textos normativos referentes aos documentos legais selecionados, espera-se contribuir para a compreens��o das formas de organiza����o da Educação Especial no atendimento ��s necessidades educacionais de uma parcela significativa do alunado. Recorda-se que esses alunos, que necessitam de com condi����es diferenciadas de ensino, por longas d��cadas ficaram afastados dos conhecimentos valorizados pela cultura escolar, entretanto, com a ado����o de pol��ticas p��blicas, que respeitam e valorizam a diferen��a, formas de escolariza����o e de participa����o direta no ensino comum tem sido uma pr��tica real no sistema educacional brasileiro.

Forma����o continuada de professores na educação inclusiva: a motiva����o em quest��o

Since 1990, in Brazil, the paradigm of inclusive education has influenced public policies and educational systems. Continuing education courses for teachers are spreading with the intention of preparing them to face the challenge of working with students with disabilities. But what factor has motivated teachers to participate in these courses? This study sought to answer this question by identifying and mapping the aspects that led to 105 regular education teachers from municipal schools in S��o Paulo to participate during the year 2010/2011, the third edition of the specialization course called "Teacher Education in Special Education." Data was collected through a questionnaire applied to teachers who attend the course. The results revealed that motivation is intrinsically related to the characteristics of the teachers��� age and where they stand in the cycle of teaching career, as well as aspects related to professional activities. Moreover, from this research were pointed reflections on the importance of training teachers for the improvement of the educational system in order to effectively meet the principles of inclusive education, as suggested by the legislation in our country.

A forma����o de professores para a educação Inclusiva: alguns aspectos de um trabalho colaborativo entre pesquisadores e professores da Educação Infantil

To contribute to formation of Childhood Education teachers for the Inclusive Education, this article had as its central objective describe how it was addressed the issue of learning difficulties and the impact of misdiagnosis assigned to a child in the initial phase formal learning of writing, in one of the theoretical-reflective meetings undertaken with 43 teachers for Pre II, of the ten schools of Childhood Education of the state of S��o Paulo. Such a description was guided through the of the collaborative approach taken subproject ���understanding about the clinical diagnosis of dyslexia and its impact on the educational future of children enrolled in classes II Pre Childhood education���, developed as one of the phases and as part of larger project called ���depathologization of the learning of the writing and Inclusive Education: Reflections and actions of the professor of Childhood Education���. At the and, was possible the identification by the reports arising from the participation of teachers mentioned, the need to resignification their didactical experiences for the systematization of new actions aimed at coping with learning difficulties that pervade the process of appropriation writing of the students, which may contribute to depathologization of the school environment to the extent that teachers can assist students in building a more positive relationship with writing, rather than adopting rigid and restricted procedures that do not consider the relationship of each subject with writing and the singularities present in this relationship.

Forma����o inicial de professores de ci��ncias biol��gicas no contexto da educação inclusiva: o que revelam licenciandos

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

A forma����o do professor no s��culo XXI e a educação inclusiva

This paper describes the history of Inclusive Education in Brazil, especially the inclusion of studentes with hearing disabilities im mathematics classes in regular schools. Shows the difficulties faced by these students in the teaching and learning based on inclusive education researchers, we propose some changes in behavior to meet the hearing impaired. The importance of the teaching profession, the teacher and the school culture, as well as the political-pedagogical project are also subjects of this work. With this work, we see the development of Inclusive Education in our country and how we can help you advance further

Pol��ticas p��blicas na educação inclusiva: da legisla����o a concep����o docente

This project was grounded in public policy for inclusive education in the city of Bauru / Brazil. Its objective was to examine the struture of these public policies aimed at inclusive education, which are in place and their effectiveness from the viewpoint of specialist teachers in municipal schools in Bauru/ Brazil. Subjects were 20 teachers of special education specialists who work with students from kindergarten and elementary school in the city of Bauru. To collect data were questionnaires and interviews. The theoretical studies carried out showed that the legislation today was the result of many years of changes in structure and design on the figure of people with disabilities and their integration into society. As a result it was possible to draw a profile of specialist teachers, their training, and that has knowledge about the specific legislation. As the profile of the specialist teacher noticed that they have good training, but this should be a continuous process, during his performance.Public policy for Special Education but there are geared towards a macro-structure, which makes them often decontextualized from everyday classroom, and often not enforced because of lack of policies in other areas of basic needs that are constitutional law as well as education