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Abstract(s)
O presente trabalho objetiva subsidiar a política de inclusão escolar da educação básica, considerando as possibilidades que se apresentam a partir da estruturação de um núcleo de práticas inclusivas em uma escola regular, bilíngue e particular, localizada em São Paulo - Brasil. Pretende-se analisar as possibilidades de organização didático-pedagógica escolar dentro da perspectiva inclusiva, bem como fomentar a discussão teórica acerca do tema. O trabalho, de caráter qualitativo, pode ser classificado como uma pesquisa-ação, pois relata através da vivência, as metodologias implementadas em um campo (escola), incluindo a descrição do contexto e dos procedimentos, além dos métodos de avaliação processual e sumativa, todos adequados e baseados no modelo CIPP (Context, Input, Process and Product) de Stufflebeam (2000). O trabalho é composto pela análise de 34 questionários, aplicados no formato eletrônico em março de 2021 junto as docentes, bem como as análises de documentos oficiais da instituição. Ao nos debruçarmos sobre os resultados, faz-se possível identificar a importância da organização didático-pedagógica numa perspectiva inclusiva, com o alinhamento de diversas ações integradas, de modo que as práticas cotidianas sejam refletidas na e pela comunidade. A escola reafirma-se enquanto espaço de todos a partir do momento que estabelece ações e projetos emancipadores das concepções individuais sobre inclusão de cada membro da comunidade escolar. Desse modo, o projeto político-pedagógico, o currículo e a formação docente alinham-se de maneira dialógica à diversidade, gerando práticas plurais culturalmente sensíveis à pedagogia da diversidade.
The present work aims to support the school inclusion policy of K-12 education, considering the possibilities that arise from the structuring of a center of inclusive practices in a bilingual and private school, located in São Paulo - Brazil. It is intended to analyze the possibilities of the school’s didactic-pedagogical organization within an inclusive perspective, as well as to encourage theoretical discussion on the subject. The work, of a qualitative nature, can be classified as action-research, as it reports, through experience, the methodologies implemented in a field (school), including the description of the context and procedures, in addition to the procedural and summative evaluation methods, all adequate and based on the CIPP model (Context, Input, Process and Product) of Stufflebeam (2000). The work is also composed by the analysis of 34 questionnaires, administered in an electronic format in March 2021 to the school’s educators, as well as the analysis of official documents of the institution. When we look at the results, it is possible to identify the importance of the didactic-pedagogical organization in an inclusive perspective, with the alignment of several integrated actions, so that daily practices are reflected in and by the community. The school reaffirms itself as a space for everyone from the moment that actions and projects emancipate individual conceptions about the inclusion of each member of the school community. In this way, the political-pedagogical project, the curriculum and teacher education are dialogically aligned with diversity, generating plural practices that are culturally sensitive to the pedagogy of diversity.
The present work aims to support the school inclusion policy of K-12 education, considering the possibilities that arise from the structuring of a center of inclusive practices in a bilingual and private school, located in São Paulo - Brazil. It is intended to analyze the possibilities of the school’s didactic-pedagogical organization within an inclusive perspective, as well as to encourage theoretical discussion on the subject. The work, of a qualitative nature, can be classified as action-research, as it reports, through experience, the methodologies implemented in a field (school), including the description of the context and procedures, in addition to the procedural and summative evaluation methods, all adequate and based on the CIPP model (Context, Input, Process and Product) of Stufflebeam (2000). The work is also composed by the analysis of 34 questionnaires, administered in an electronic format in March 2021 to the school’s educators, as well as the analysis of official documents of the institution. When we look at the results, it is possible to identify the importance of the didactic-pedagogical organization in an inclusive perspective, with the alignment of several integrated actions, so that daily practices are reflected in and by the community. The school reaffirms itself as a space for everyone from the moment that actions and projects emancipate individual conceptions about the inclusion of each member of the school community. In this way, the political-pedagogical project, the curriculum and teacher education are dialogically aligned with diversity, generating plural practices that are culturally sensitive to the pedagogy of diversity.
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Keywords
Educação inclusiva Organização didático-pedagógica Diversidade Inclusive education Didactic-pedagogical organization Diversity
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Publisher
Instituto Politécnico do Porto. Escola Superior de Educação