INCLUSION IN EDUCATIONAL CARE SPECIALIZED IN PRIMARY SCHOOL EDUCATION

Authors

DOI:

https://doi.org/10.21527/2179-1309.2020.110.86-104

Keywords:

Educação Inclusiva, Atendimento Educacional Especializado, Ensino regular, Formação docente

Abstract

This study has as main problem to understand how the teachers of the city of Santa Rosa (RS), who work in the Specialized Educational Attendance rooms (SEA) and in the classrooms of mainstream education, understand and effect the inclusion in the space school. For the method, we employ the bibliographic research complemented by field research in qualitative modalities. The realization of data collection happened through observations in two Municipal Schools that possess the SEA and semi-structured interviews, involving teachers from the classroom of mainstream education, SEA educators and monitors that assist in the process of inclusion of children in these schools. The analysis of this material was based on Bardin's assumptions (2011) with Content Analysis. The experience in these sharing spaces allowed us to understand that inclusion is a process that cannot have isolated practices, but that everyone needs to be willing to go in the same direction or in search of the same goal, and that the professionals need have clarity of the still recurring actions in this process.

Author Biographies

Cleusa Inês Ziesmann, Universidade Federal da Fronteira Sul

Doutora em Educação pela Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS). Mestre em Educação nas Ciências pela Universidade Regional do Noroeste do Estado do Rio Grande do Sul (Unijui). Especialista em Interpretação, tradução e Docência de Língua Brasileira de Sinais (Uníntese). Especialista em Psicopedagogia Institucional pela Faculdade de Ciências Sociais Aplicadas (FACISA). Graduada em Pedagogia / Orientação e Supervisão Escolar pela Universidade Regional do Noroeste do Estado do Rio Grande do Sul (Unijuí). Atualmente é professora na Universidade Federal da Fronteira Sul /campus Cerro Largo/RS. É membro do Grupo de Pesquisa de Estudos e Pesquisa Educação e Violência / GRUPEV (PUCRS), Membro do grupo de Pesquisa GEPETEC e do Grupo de Estudos e Pesquisa Direitos Humanos, Movimentos e Instituições da UFFS de Cerro Largo/RS. Atua na área de Educação, com ênfase em Educação Especial/Inclusiva, Língua Brasileira de Sinais, Atendimento Educacional Especializado e Formação de Professores.

Alexandre Anselmo Guilherme, Universidade Pontificia Católica do Rio Grande do Sul

Possui graduação MA Honours em Filosofia - University of Edinburgh (2001), mestrado MLitt em Filosofia - University of St Andrews (2002), doutorado PhD em Filosofia - Durham University (2008), e pós-doutorado pelo Institute of Advanced Studies in Humanity, University of Edinburgh (2010). Atualmente é professor adjunto do PPGEdu e do PPGP da PUCRS, atuando principalmente nos seguintes temas: educacao e violência, e educação e diálogo.  Editor Associado Revista Educacao-PUCRS. Membro Editorial Philosophy and Theory in Higher Education. Coordenador de Projeto para o Programa Institucional Capes-PrInt.

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Published

2020-01-02

How to Cite

Ziesmann, C. I., & Guilherme, A. A. (2020). INCLUSION IN EDUCATIONAL CARE SPECIALIZED IN PRIMARY SCHOOL EDUCATION. Revista Contexto & Educação, 35(110), 86–104. https://doi.org/10.21527/2179-1309.2020.110.86-104

Issue

Vol. 35 No. 110 (2020): Dossiê Educação Escolar e Desenvolvimento Psíquico Humano

Section

Dossiê: Educação Escolar e Desenvolvimento Psíquico Humano

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