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Processo de adaptação curricular numa escola do E.F.1 da rede particular de ensino de um município da Bahia, para atender às necessidades da educação inclusiva
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A proposta inclusiva no Brasil, que assegura a inserção dos alunos portadores de necessidades educativas especiais, na rede regular de ensino é respaldada na Lei nº 9.394/96. As políticas públicas dão base às escolas regulares para se ajustarem a todo o processo de inclusão, por meio de diretrizes norteadoras para a regulação do PPP (Projeto Político Pedagógico), de maneira que atenda às demandas adaptativas. Contudo, a adaptação curricular envolve fatores práticos e pedagógicos que exigem recursos físicos e humanos para ser de fatco atendido com eficiência.
A presente investigação tem como objetivo, avaliar a adaptação do currículo na perspetiva da educação inclusiva e seus impactos em sala de aula de uma escola, no Ensino Fundamental I, na rede particular de ensino de um município da Bahia. Para tanto, foi usada a pesquisa quantitativa, por meio de questionário e qualitativa através de entrevista.
As principais conclusões deste estudo foram: identificar que o método de ensino Montessori, tem um currículo que respeita as individualidades dos alunos, podendo ser visto como um currículo naturalmente adaptativo. Pode concluir-se também que método Montessori, trabalha com a perspectiva voltada ao atendimento individualizado, respeitando as diferenças, os limites e as possibilidades de cada aluno. Para que esta prática se efetive, foi possível constatar que a instituição favorece outros cursos e treinamentos voltados a diversos temas, inclusive sobre inclusão, para todos os colaboradores, sendo eles, professores, coordenadores e funcionários, o que viabiliza a construção de um currículo no qual o aluno possa ter acesso a um verdadeiro conhecimento. Assim, com essas constatações que serão discorridas ao longo da nossa dissertação, demonstrará o sucesso da nossa investigação no que tange a efetivação e o sucesso do aluno de NEE.
The inclusive proposal in Brazil, which ensures the inclusion of students with special educational needs, in the regular education system is supported by Law 9,394 / 96. Public policies provide the basis for regular schools to adjust to the whole inclusion process, through guiding guidelines for the regulation of the PPP (Pedagogical Political Project), in a way that meets the adaptive demands. However, curricular adaptation involves practical and pedagogical factors that require physical and human resources to be effectively met efficiently. The present research aims to evaluate the adaptation of the curriculum in the perspective of inclusive education and its impacts on the classroom of a school in Elementary School I in the private education network of a municipality in Bahia. For that, the quantitative research was used, through a questionnaire and qualitative through interview. The main conclusions of this study were: to identify that the Montessori Teaching Method has a curriculum that respects the individualities of the students, regular or inclusion, and can be seen as a naturally adaptive curriculum. The research institution, which has the Montessori method, works with the perspective of individualized care, respecting the differences, limits and possibilities of each student. In order for this practice to take place, it was possible to contact the institution to promote other courses and training related to various topics, including on inclusion, for all employees, including teachers, coordinators and employees, which makes it possible to construct a curriculum adaptive in which the inclusion student can have access to a true knowledge. Thus, with these findings that will be discussed throughout our dissertation, will demonstrate the success of our research regarding the effectiveness and success of the student of SEN.
The inclusive proposal in Brazil, which ensures the inclusion of students with special educational needs, in the regular education system is supported by Law 9,394 / 96. Public policies provide the basis for regular schools to adjust to the whole inclusion process, through guiding guidelines for the regulation of the PPP (Pedagogical Political Project), in a way that meets the adaptive demands. However, curricular adaptation involves practical and pedagogical factors that require physical and human resources to be effectively met efficiently. The present research aims to evaluate the adaptation of the curriculum in the perspective of inclusive education and its impacts on the classroom of a school in Elementary School I in the private education network of a municipality in Bahia. For that, the quantitative research was used, through a questionnaire and qualitative through interview. The main conclusions of this study were: to identify that the Montessori Teaching Method has a curriculum that respects the individualities of the students, regular or inclusion, and can be seen as a naturally adaptive curriculum. The research institution, which has the Montessori method, works with the perspective of individualized care, respecting the differences, limits and possibilities of each student. In order for this practice to take place, it was possible to contact the institution to promote other courses and training related to various topics, including on inclusion, for all employees, including teachers, coordinators and employees, which makes it possible to construct a curriculum adaptive in which the inclusion student can have access to a true knowledge. Thus, with these findings that will be discussed throughout our dissertation, will demonstrate the success of our research regarding the effectiveness and success of the student of SEN.
Descrição
Palavras-chave
Currículo Inclusão Demandas adaptativas Método Montessori Curriculum Inclusion Adaptive demands Montessori method