masterThesis
Concepões e práticas pedagógicas de professoras da educação infantil na inclusão de alunos com deficiência
Fecha
2012-03-23Registro en:
DANTAS, Priscila Ferreira Ramos. Concepões e práticas pedagógicas de professoras da educação infantil na inclusão de alunos com deficiência. 2012. 251 f. Dissertação (Mestrado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2012.
Autor
Dantas, Priscila Ferreira Ramos
Resumen
This research focuses on inclusive in childhood education. Its purpose was to investigate
and analyze the conceptions and expectations of teachers of childhood education, childhood
education center form Natal/RN, on the inclusion students with disabilities, school and
pedagogical practices developed and implications for students learning. Theoric base of the
cultural historic perspective, the search took by qualitative analysis of numbers form the case
study method. It was used methodological procedures: documentary analysis, participant
observation, field journal and semi structures interview.Three teachers participated in the
survey of that school had student with disabilities in their classrooms. These teachers were
called: Rapunzel, Snow white e Pretty. The teacher s nouns involved the refered kind of
education. The data obtained from the observation indicated the regular school of childhood
education provides educational practices that promote the participation and participation and
development of students with disabilities, live situation that may create barriers to learning
and to the development of these children. The analysing data of interview from Bardin
content analysis (1994) was based in Cunha s studies (2001) Brun (2006, 2008), Mantoam
(2006, 2008), Palacios, Paniagua (2007), among others. The dada showed that correlation
and divergence of perceptions and expectations about the issues surrounding inclusion in
childhood education. The results shaved that teaching strategies, affective ties, sensitivity
and own routine of childhood education are factors that can promote inclusive proposal, but
also needs a greater fulfillment individual differences of each child in order to their
potentiality. The study also shaved that the negative of pedagogic support to teacher, the
ignorance of them as guidelines and strategies that include the student s diversity, the
importance having positive conceptions about the learning and development of student with
severe learning disabilities and the need for a pedagogic training and of a collective work at
school which everybody collaborates : parents, direction, coordination getting inclusive
school. Believe that this study pointed relevant issues to be focus new research, since the
theme is still lacking in study, therefore emphasize, the importance of conducting research
that continuous this job