Navegando por Assunto "Pessoas com deficiência"

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Acessibilidade nas aulas de educação física: uma revisão bibliográfica sobre as estratégias de inclusão para pessoas com deficiência no espaço escolar
(2023-01-09) Mendonça, Bruna Izabelly Leite; Lindoso, Rosângela Cely Branco; http://lattes.cnpq.br/3076590717855221; http://lattes.cnpq.br/5624524549966713
In school physical education, our challenge is to enable a practice that involves all students regardless of their limitations and specificities. In this work, our aim was to identify which are the strategies adopted for the inclusion of people with disabilities in school physical education classes. The methodology consisted of qualitative research of a bibliographical nature and allowed us to read and analysis of productions parallel to the proposed theme. In this work, we recognized the great advances made by all those who fight for broadly inclusive education, however, encounter obstacles and limitations regarding various aspects such as education, infrastructure, and accessibility.
Assistência social e o Benefício de Prestação Continuada (BPC): analisando as condições dos beneficiários
(2021-12-16) Aquino, Eric Leon Miranda de; Xavier, Maria Gilca Pinto; http://lattes.cnpq.br/6470044940848558; http://lattes.cnpq.br/9072586613566701
This research aims to analyze the living conditions of 05 (five) users of the Continuous Cash Benefit in the city of Ribeirão/PE. The benefit was provided for in the Federal Constitution of 1988 and regulated by the Organic Law of Social Assistance – LOAS. This social security benefit consists of the transfer of a current minimum wage to elderly people and people with disabilities, whose families meet the criteria established by law. Through the qualitative study, we sought to understand and critically examine the reality of the lives of its beneficiaries. Therefore, it was necessary to scrutinize the profile of users, as well as their socio-economic characterization, identifying the results of social policy, checking the perception (income, consumption, between others) of the beneficiaries regarding the Continuous Cash Benefit. The results obtained reveal their precarious living conditions and show how these recipients see this public policy of social assistance existing in the country. The present study was developed, mainly, through bibliographic examination, with prevalence of deductive reasoning. It also included the analysis of 05 (five) cases, which was framed as a qualitative document with a view to examining aspects of the subjectivity of the participating subjects, this research also used data collection in interviews, in order to facilitate a detailed understanding of the recipients' beliefs, feelings, attitudes and values of the Continuous Cash Benefit.
Educação física, inclusão e formação, realidades e possibilidades: uma revisão bibliográfica
(2021-12-06) Silva, Gabriela Melinda Campos da; Lindoso, Rosângela Cely Branco; http://lattes.cnpq.br/3076590717855221; http://lattes.cnpq.br/9096048101605083
The present study started from the problematic about the way that the production of knowledge has treated the reality and the possibilities of the organization of the teaching related to the inclusion. Thus, the general objective of this research is to analyze the production of knowledge regarding the reality and possibilities of organizing the teaching of Physical Education teachers regarding the issue of inclusion in a pedagogical way. This is qualitative bibliographic research, which uses bibliographic research as a data collection technique, surveying and analyzing knowledge production arguments referring to the themes of inclusion, training and Physical Education. The SCIELO database with a period of 10 years was used, aiming at changes in education in the context of current Brazilian politics. The present study points out that factors such as school management, poor administration, absence of government, gaps in initial and continuing education collaborate for the exclusion to occur, allowing for a deeper understanding of the reason for this exclusion. We also came to the conclusion that we see as a better possibility to deepen another mode of production in which there are relations of equality and social justice, so that in this way it is really possible to have inclusion.
Engenharia de software e métodos ágeis como forma de Inclusão
(2019) Silva, Anderson Mateus da; Sampaio, Suzana Cândido de Barros; http://lattes.cnpq.br/0066131495297081; http://lattes.cnpq.br/5385133978429474
Agile Methodologies have brought newi nsightint o how to develop software by focusing on individuals and relationships, on people and not on the software developed. Agile Methods also value the list of teams that have diversity, but only professional diver-sity is considered, where teams with professionals with different skills and knowledge facilitate self-sufficiency and consequently self-performance. However, the concept of diversity goes beyond this perspective, it is necessary to think about social diversity,think about inclusion and more than just include, integrate people into the team, inte-grate them into the organization. The human aspects of software engineering, studiedover 40 years ago, relate how individuals can develop their behavioral skills with in the context of software building environments. Such aspects can be enhanced through ag-ile practices, however, such practices do not actually have the perspective of inclusion,especially when talking about people with disabilities, so it is up to the team to create their own adaptations when this need exists.In this context,the objective of this paper isto identify the main techniques present in the literature, confront them with the reality of specialists who work ormanage agilete ams,being those with disabilities or people who worked coordinating teams with people with disabilities, and understand the challengesthey face during the developed projects. Based on a literature review and the opinionof agile practitioners through interviews, a series of techniques and strategies havebeen raised to help promote inclusion in agile teams. These include the Daily Meeting,Pair Programming, Planning Meeting, Review Meeting, Retrospective, Effort Estimat-ing, Workshop, and Code Challenges. Despite the use of these techniques, reliance onexternal factors such as specific tools or knowledge of sign language and inattention to make the environment conducive for professionals to feel confident and empoweredare the main challenges faced by agile teams with people with disabilities. Finally, acatalog is also proposed to support inclusion initiatives in agile teams, containing themain techniques mentioned in the literature and by agile professionals.
Inclusão em perspectiva: análise das barreiras ao acesso à educação para pessoas com deficiência no Brasil
(2024-09-30) Oliveira, Eduardo Vinícius Araujo de; Faria, Maurício Sardá de; http://lattes.cnpq.br/1513772085737367; http://lattes.cnpq.br/2230188046892766
The paper explores the barriers faced by people with disabilities (PwDs) in Brazil regarding access to education, the job market, and income, with a focus on the impact of ableism. Defined as a system of beliefs that views disability as an inferior condition, ableism directly affects the formulation and implementation of public policies, resulting in discriminatory practices that perpetuate social exclusion. The research highlights that, despite the existence of laws such as the Brazilian Inclusion Law (LBI), PwDs continue to face significant challenges in completing basic education. Recent data show that illiteracy and dropout rates among PwDs are significantly higher compared to the non-disabled population. Furthermore, while inclusive education policies have evolved numerically, they fail to provide adequate support within regular schools, often exposing students with disabilities to prejudiced environments without the necessary resources for their full development. The research criticizes public policies for their often immediate and ableist approach, which seeks short-term solutions rather than structural changes. It also addresses the social and economic implications of this exclusion, particularly the precariousness of the job market for PwDs, where many find themselves in informal and poorly paid jobs. Finally, the study suggests that overcoming these barriers requires both a cultural transformation that challenges ableism and the creation of truly inclusive public policies, capable of offering equal opportunities and ensuring the full exercise of the rights of all PwDs.
Inclusão Escolar da Pessoa com deficiência: sua evolução e análise
(2017) Simplício, Abimael de Almeida; Ceolin, Alessandra Carla; http://lattes.cnpq.br/7810633996702948; http://lattes.cnpq.br/2916373695083303
Repassistive: Repositório de recursos educacionais digitais para educandos com necessidades educacionais específicas
(2019) Lima, José Vinícius Vieira; Souza, Ellen Polliana Ramos; http://lattes.cnpq.br/6593918610781356; http://lattes.cnpq.br/9756141851160729
The recognition of an increasingly inclusive and technological society is associated with theneed to include in the school curricula the skills and competences pertaining to the use ofInformation and Communication Technologies as collaboration within education and in theevolutionary process of teaching and learning in society . This new practice has characterized amodern pedagogical organization that supports the inclusion process along with easy access tothose methodologies that contribute strongly to educational collaboration. Digital EducationalResources are tools that significantly assists the action of teaching and learning, allowing approa-ches different from others more used. Its use is happening gradually in the school environment,however, to find them, it is necessary to access repositories that organize them according to thelevels of education that each one of them has. Faced with this situation, educational institutionsface the challenge not only of incorporating resources for the construction of knowledge, butalso in the process of elaborating, developing and evaluating educational activities that can beapplied and used among People with Disabilities. Thus, this study presents the development of afree repository that contains digital educational resources for the use and sharing of pedagogicalskills related to language and logical reasoning among learners with Specific Educational Needs.The work was carried out using the Serra Talhada APAE as a case study, identifying the contentstaught by the association educators, selecting the digital educational games in accordance withthe accessibility guidelines recommended by WCAG 2.0; implementing it based on the standardsand methodology established by the W3C; and performing two validation processes: one relatedto the accessibility of repository use and the other through the application of usability tests amongeducators. According to the evaluations, the results of the first stage indicated that, through theuse of the repository, the educational games used by the students resulted in the stimulation offour types of skills: satisfaction, educational elements, pedagogical content and motivation. Theresults of the usability evaluation, showed that the repository strengthens the practice of teachingand learning within special education, providing an environment that assists, encourages andelevates the levels of knowledge of learners.