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Previous issue date: 2017 === No atual contexto, a legisla??o brasileira tem procurado proteger e garantir uma educa??o inclusiva, para que todos os alunos, independente de diferen?as, tenham acesso ? educa??o de qualidade, por?m, a pr?tica cotidiana nem sempre se desenvolve como o estabelecido nas pol?ticas p?blicas. Apesar do crescimento da educa??o inclusiva e do ?reconhecimento? da cultura surda e de amparos legais, estudos apontam a ocorr?ncia do fracasso escolar de alunos surdos. Esta pesquisa teve como foco a inclus?o escolar de alunos surdos, com o objetivo de analisar se e como tal processo ocorre em uma escola p?blica da cidade de Diamantina. Tendo em vista tal questionamento, apresentou como objetivos espec?ficos: (i) averiguar se e como a inclus?o de surdos se d? na escola; (ii) identificar como a inclus?o tem sido tratada nos documentos da escola que institucionalizam o atendimento a pessoas com defici?ncia; e (iii) desvelar o di?logo existente entre os documentos orientadores da a??o inclusiva dos docentes na escola e a organiza??o de pr?ticas pedag?gicas. Para responder aos objetivos deste estudo, foi realizada uma pesquisa qualitativa de dados produzidos atrav?s de an?lise documental, observa??es e entrevista. Posteriormente, foram realizadas a an?lise de conte?do dos documentos selecionados da escola pesquisada e a constru??o de categorias dos dados emp?ricos produzidos. Foram produzidas seis subcategorias, a partir dos documentos selecionados. Tais subcategorias embasaram a constru??o de cinco categorias que organizaram as informa??es e as falas presentes nos materiais de pesquisa (extratos das entrevistas e di?rios de campo). Dessa forma, foi poss?vel constatar, no que tange ? inclus?o de alunos surdos na escola pesquisada, al?m das dificuldades relacionadas ? educa??o inclusiva de modo geral, outros problemas e peculiaridades tais como a falta de forma??o de profissionais, a dificuldade de aplica??o de pr?ticas pedag?gicas diferenciadas e a n?o implanta??o de a??es previstas nos documentos norteadores da escola. === Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. === In the current context, Brazilian legislation has attempted to protect and guarantee inclusive education so that all students, independent of differences, have access to quality education, however, the daily practice does not always develop like established in public policies. Despite the growth of inclusive education and the ?recognition? of deaf culture and legal support, studies point out the occurrence of the school failure of deaf students. This research focused the school inclusion of deaf students, with the goal of analyzing whether and how such process occurs in a public school of the town of Diamantina. Bearing in mind such question, it presented as specific objectives: (i) determine whether and how the inclusion of deaf people occurs at school; (ii) identify how inclusion has been treated on documents of the school which institutionalizes the service to disabled people; and (iii) unveal the dialogue between the guidelines of inclusive action of the teachers at school and the organization of pedagogical practices. To answer the goals of this study, a qualitative research was fulfilled through document review, observations and interviews. Subsequently, analyses of contents of selected documents of the studied school were performed as well as the construction of categories of output empiric data. Six sub-categories emerged from the selected documents. Such categories based the development of five other categories which organized information and present speeches in the research material (extracts of interviews and field diaries). Therefore, it was possible to confirm, on inclusion of deaf students matters at the studied school, beyond difficulties related to inclusive education in general, other problems and peculiarities such as the lack of training of professionals, difficulty on application of differentiated pedagogical practices and the non-implementation of envisaged actions in the guidelines of the school.
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