Licenciatura em Pedagogia (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/25
Siglas das Coleções:
APP - Artigo Publicado em Periódico
TAE - Trabalho Apresentado em Evento
TCC - Trabalho de Conclusão de Curso
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2 resultados
Resultados da Pesquisa
Item Aproximações e afastamentos: um estudo sobre as vozes da educação inclusiva em uma escola pública do Recife - PE(2023-08-21) Silva, Ester Ingrid Santos da; Lyra, Pompéia Villachan; http://lattes.cnpq.br/7469258355920698; http://lattes.cnpq.br/0639384229996907This undergraduate thesis aims to understand the different perspectives of the school community related to inclusive education. Inclusive education is an approach that seeks to ensure access and participation for all students, regardless of their abilities or individual characteristics, in a common educational environment. However, there is a diversity of opinions, theories, and practices surrounding this topic, resulting in different views and approaches. In this study, discourses and positions related to inclusive education are examined to comprehend the convergences and divergences existing within the various perspectives present in this context. To achieve this, qualitative data was collected through in-person interviews with 11 professionals, including 3 teachers, 3 interns, and 2 janitors. The gathered data was then interpreted and categorized to identify the main points of agreement and disagreement in the field of inclusive education. As a result, the interviews allowed for the exploration of the perceptions and experiences of the interviewees regarding inclusive practices, challenges, and possibilities encountered in this context. The findings from this study reveal that the voices of the school community, particularly regarding inclusive education, are diverse and represent a variety of ideas and conceptions. As such, points of convergence are identified, such as the appreciation of diversity and the recognition of the importance of inclusion. However, there are also divergences related to the challenges faced in implementing inclusive practices, the lack of knowledge about the true concept of inclusive education, and the absence of adequate resources and training.Item A inclusão de crianças com deficiência nos anos iniciais em um município de Pernambuco(2022-10-05) Diniz, Aniely Andreza Silva Tavares; Amorim, Maria do Rosário de Fátima Brandão; http://lattes.cnpq.br/5330024930917910; http://lattes.cnpq.br/8614975484114105Approved by the World Conference on Education for All, Jomtien, Thailand, 1990. More than forty-two years ago, the nations of the world affirmed in the Universal Declaration of Human Rights that "everyone has the right to education." In 1989, one year after the Brazilian Constitution, our country ensured the inclusion of children with disabilities in the regular education system, guaranteed by Law No. 7,853/89, making the offer of Special Education in public schools mandatory and free. However, we still find today difficulties and lack of preparation of some school institutions to welcome and support students with disabilities to remain in the classroom. Therefore, the present research aimed to investigate how children with disabilities are included in schools in the early years in a municipality located in the Mesoregion of Agreste Pernambucano. We rely on authors such as; Santos (2016), Glat (2007), Mantoan (2003), Ferreira, Lima e Garcia (2015), Rodrigues (2018), Ropoli et al. (2010) among others. The methodology used was quali-quantitative. For data collection, questionnaires were applied to teachers from the municipal network, through Google forms®, as well as documental analysis of the Pedagogical Political Projects - PPP of the schools of the initial years and the Municipal Education Plan - PME. The results showed that although the PPPs and the PME deal with inclusive education, the reality found points in the opposite direction. It was identified that there is no dialogue between the regular classroom teacher and the AEE. Another relevant fact was that the AEE does not meet all the demand that the municipality needs, including lack of investment for the rural area, therefore, greater inclusive investment is needed within the municipality so that there is greater equity and that children can have a continuous reception throughout the school year.