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A informação como estratégia para a prática inclusiva
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| Dissertação de mestrado_43404 | 849.34 KB | Adobe PDF |
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Abstract(s)
O presente estudo, intitulado “A informação como estratégia para a prática inclusiva”, propõe compreender a percepção dos professores de um colégio estadual de ensino médio na cidade do Rio de Janeiro, sobre os benefícios da leitura a respeito da inclusão de alunos com deficiência durante o curso de formação inicial (caso tenham tido essa experiência). O objetivo é investigar se essa experiência os influencia a adotar atitudes inclusivas em relação aos alunos com necessidade educacionais especiais (NEE), isto é, alunos oriundos ou não da educação especial. Ler é fazer um caminho para a liberdade, pois o ato de ler nos leva a conhecer, e conhecer é trazer para si coisas não vividas ou ainda não compreendidas. Assim, a leitura daquilo que não conhecemos nos fornece informações para compreendermos melhor alguns aspectos da educação especial -objeto do estudo- que deveria ser uma das preocupações na formação inicial de professores. A metodologia utilizada foi com viés de característica quantitativa, que por meio de uma pesquisa bibliográfica e da aplicação de um inquérito com frases afirmativas para os professores, é que foi elaborado este estudo, que visa proporcionar um maior conhecimento acerca da inclusão, corrente da educação especial. Já que a educação é um direito de todos os seres humanos, conforme expresso no artigo I da Declaração Universal dos Direitos Humanos, aprovada pela Organização das Nações Unidas em 1948, isso nos instiga ao debate. Provoca tanto aqueles que estão dentro quanto os que estão fora das escolas a refletirem sobre uma possível mudança de visão em relação à nossa concepção e parâmetros organizacionais. Ora, diversos são os assuntos que nos desafiam, tais como: acessibilidade, inclusão, integração e afetividade, que são cruciais para o verdadeiro sucesso de um espaço escolar para todos, como aliás, deve ser um ambiente inclusivo de ensino e aprendizagem. Os resultados demonstraram que que apesar da longa caminhada percorrida de uma escola para todos, ainda existem barreiras que persistem em desafiar o direito de muitos de frequentarem este espaço inclusivo. Assim, é preciso ampliarmos nossa maneira de ver, ouvir e sentir o outro, visto que juntos somamos fraternidade, solidariedade, afetividade, conhecimento, respeito e igualdade.
This study, entitled "Information as a Strategy for Inclusive Practice," aims to understand the perceptions of teachers at a state high school in the city of Rio de Janeiro regarding the benefits of reading for the inclusion of students with disabilities during their initial teacher training (if they have had such experience). The objective is to investigate whether this experience influences them to adopt inclusive attitudes toward students with special educational needs (SEN), that is, students with or without special education backgrounds. Reading is a path to freedom, for the act of reading leads us to knowledge, and knowledge is bringing to oneself things not yet experienced or understood. Thus, reading about what we do not know provides us with information to better understand some aspects of special education—the subject of this study—which should be a concern in initial teacher training. The methodology used was quantitative, through bibliographic research and the application of a survey with affirmative statements to teachers. This study aims to provide greater knowledge about inclusion as a branch of special education. Since education is a right of all human beings, as expressed in Article I of the Universal Declaration of Human Rights, approved by the United Nations in 1948, this incites debate. It provokes both those inside and outside schools to reflect on a possible shift in perspective regarding our conception and organizational parameters. Several issues challenge us, such as accessibility, inclusion, integration, and affection, which are crucial to the true success of a school space for all, as indeed an inclusive teaching and learning environment should be. The results demonstrated that despite the long journey towards a school for all, barriers persist, challenging the right of many to attend this inclusive space. Thus, we need to broaden our perspectives on how we see, listen to, and feel for others, as together we build fraternity, solidarity, affection, knowledge, respect, and equality.
This study, entitled "Information as a Strategy for Inclusive Practice," aims to understand the perceptions of teachers at a state high school in the city of Rio de Janeiro regarding the benefits of reading for the inclusion of students with disabilities during their initial teacher training (if they have had such experience). The objective is to investigate whether this experience influences them to adopt inclusive attitudes toward students with special educational needs (SEN), that is, students with or without special education backgrounds. Reading is a path to freedom, for the act of reading leads us to knowledge, and knowledge is bringing to oneself things not yet experienced or understood. Thus, reading about what we do not know provides us with information to better understand some aspects of special education—the subject of this study—which should be a concern in initial teacher training. The methodology used was quantitative, through bibliographic research and the application of a survey with affirmative statements to teachers. This study aims to provide greater knowledge about inclusion as a branch of special education. Since education is a right of all human beings, as expressed in Article I of the Universal Declaration of Human Rights, approved by the United Nations in 1948, this incites debate. It provokes both those inside and outside schools to reflect on a possible shift in perspective regarding our conception and organizational parameters. Several issues challenge us, such as accessibility, inclusion, integration, and affection, which are crucial to the true success of a school space for all, as indeed an inclusive teaching and learning environment should be. The results demonstrated that despite the long journey towards a school for all, barriers persist, challenging the right of many to attend this inclusive space. Thus, we need to broaden our perspectives on how we see, listen to, and feel for others, as together we build fraternity, solidarity, affection, knowledge, respect, and equality.
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Keywords
Leitura Educação especial Inclusão Reading Special education Inclusion