THE TEACHING CONCEPTION IN AN INCLUSIVE CHILD EDUCATION EXPERIENCE: A CASE STUDY

dc.contributorUniversidade Estadual Paulista (Unesp)
dc.date.accessioned2019-10-04T19:11:52Z
dc.date.accessioned2022-12-19T18:17:30Z
dc.date.available2019-10-04T19:11:52Z
dc.date.available2022-12-19T18:17:30Z
dc.date.created2019-10-04T19:11:52Z
dc.date.issued2019-04-01
dc.identifierRevista Ibero-americana De Estudos Em Educacao. Assis: Univ Estadual Paulista-unesp, Fac Ciencias Letras Assis, v. 14, p. 855-868, 2019.
dc.identifier2446-8606
dc.identifierhttp://hdl.handle.net/11449/186350
dc.identifier10.21723/riaee.v14iesp.1.12211
dc.identifierWOS:000462815700016
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/5367385
dc.description.abstractWith the effectiveness of inclusive child education, the conditions necessary for children to fully develop are made available, as is the formation of a new generation, free of prejudgments over the other. In this context, through a case study, the present research had as general objective to investigate if the pedagogical work contributes to the inclusive education of a student with the Cri du Chat syndrome. For this, a semi-structured interview was performed with a pedagogue, from the municipal teaching network, in a city in the interior of Sao Paulo. The data were analyzed according to the content analysis. It is concluded that teacher training for inclusive education is still very precarious, which means that teachers are unable to act in order to ensure inclusion in the classroom.
dc.languagepor
dc.publisherUniv Estadual Paulista-unesp, Fac Ciencias Letras Assis
dc.relationRevista Ibero-americana De Estudos Em Educacao
dc.rightsAcesso restrito
dc.sourceWeb of Science
dc.subjectInclusive education
dc.subjectChild education
dc.subjectTeaching conceptions
dc.titleTHE TEACHING CONCEPTION IN AN INCLUSIVE CHILD EDUCATION EXPERIENCE: A CASE STUDY
dc.typeArtículos de revistas


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