Now showing items 1-10 of 6430
Prática pedagógica aos educandos com deficiência intelectual numa escola de ensino fundamental com alto IDEB
(Universidade Federal de São CarlosBRUFSCarPrograma de Pós-Graduação em Educação Especial - PPGEEs, 2015-02-25)
In the current context of inclusive education, in which students with intellectual disability (ID) constitute the largest group among all the deficiencies , questions about the performance of the teachers of the regular ...
A atividade discente na universidade: os impactos da produtividade acadêmica na formação dos estudantes
(Universidade Federal de São CarlosBRUFSCarPrograma de Pós-Graduação em Educação - PPGE, 2014-02-27)
This research examines student activity in university area, focusing a discussion of the impacts of academic productivity in students' education, in which discuss social, ethics and policy university, directed to the ...
Olhares docentes sobre a inclusão escolar dos estudantes com deficiência na escola comum
(Universidade Federal de São CarlosBRUFSCarPrograma de Pós-Graduação em Educação Especial - PPGEEs, 2012-12-07)
This study is the result of doctoral research entitled How Teachers see the school inclusion of students with disabilities in regular schools . It was held in public schools in a city in the central region of São Paulo ...
Práticas pedagógicas na educação infantil : possibilidades e desafios frente à inclusão escolar
(Universidade Federal de São CarlosUFSCarPrograma de Pós-Graduação em Educação Especial - PPGEEsCâmpus São Carlos, 2016-02-24)
The discussion is about the access of Target audience students of Special Education and mainly about their presence in the regular school becomes appropriate. So, in the perspective of scholar inclusion is necessary that ...
‘Un spanglish medio raro’: profiling bilingual practices and code-switching as identity markers and their linguistic and sociocultural ideological implications within a students’ community
(Universidad de Chile, 2021)
Code-Switching is a bilingual practice that has received little attention in relation to learner’s bilingual identities, as most efforts have gone to immigrant communities (Casielles-Suárez, 2017; Dara Hill, 2009; De Finna, ...