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Abstract(s)
Uma escola inclusiva, solidária, eficiente e democrática, que reconhece e
valoriza as especificidades e peculiaridades individuais das pessoas com
necessidades educativas especiais, é o ponto de partida para a humanização
social do conhecimento. Diante desta premissa, a presente dissertação tem
como tema central a inclusão de estudantes com necessidades educacionais
especiais na terceira etapa da educação básica. O objetivo é analisar a
organização pedagógica, comunicacional, atitudinal e arquitetônica das
instituições públicas de ensino médio no município de Ituiutaba – MG para
inclusão de estudantes com deficiência, considerando a política educacional
brasileira, procurando contribuir para a efetivação do processo de inclusão.
Por tratar-se de um estudo de caso com uma abordagem qualitativa, aspecto
esse essencial para a compreensão da dinâmica das relações humanas e das
diferenças existentes no ambiente natural do contexto educativo, a coleta de
dados envolveu a participação de diretores, professores e de estudantes com
deficiência, bem como utilizou da análise de documentos institucionais acerca
da organização das instituições públicas pesquisadas, no que diz respeito aos
desafios enfrentados no processo de inclusão. Os resultados apontam para a
necessidade de as escolas reorganizarem os seus documentos institucionais,
suas estruturas arquitetônicas e suas práticas pedagógicas tornando-as de
fato inclusivas.
An inclusive, supportive, efficient and democratic school that recognizes and values the individual specificities and peculiarities of people with special educational needs is the starting point for the humanization of knowledge. Given this premise, this dissertation has as its central theme the inclusion of students with special educational needs in the third stage of basic education. The objective is to analyze the pedagogical, communicational, attitudinal and architectural organization of public secondary institutions in the municipality of Ituiutaba - MG meant to include students with disabilities, keeping in mind the policy for education in Brazil and seeking to contribute with na affective inclusion process. Because this is a case study with a qualitative approach, which is essential for understanding the dynamics of human relations and the differences in the natural environment of the educational context, data collection involved the participation of principals, teachers and students with disabilities, as well as the analysis of institutional documents on the topic of the organization of the public institutions surveyed, regarding the challenges faced in the inclusion process. The results point to the need for schools to reorganize their institutional documents, their architectural structures and their pedagogical practices in order to be truly inclusive.
An inclusive, supportive, efficient and democratic school that recognizes and values the individual specificities and peculiarities of people with special educational needs is the starting point for the humanization of knowledge. Given this premise, this dissertation has as its central theme the inclusion of students with special educational needs in the third stage of basic education. The objective is to analyze the pedagogical, communicational, attitudinal and architectural organization of public secondary institutions in the municipality of Ituiutaba - MG meant to include students with disabilities, keeping in mind the policy for education in Brazil and seeking to contribute with na affective inclusion process. Because this is a case study with a qualitative approach, which is essential for understanding the dynamics of human relations and the differences in the natural environment of the educational context, data collection involved the participation of principals, teachers and students with disabilities, as well as the analysis of institutional documents on the topic of the organization of the public institutions surveyed, regarding the challenges faced in the inclusion process. The results point to the need for schools to reorganize their institutional documents, their architectural structures and their pedagogical practices in order to be truly inclusive.
Description
Keywords
Inclusão Estudantes com deficiência Ensino médio Organização das instituições Inclusion Students with special educational needs High School Organization of institutions
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação