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Identificação de barreiras para a escolarização inclusiva de alunos com deficiências físicas
(Universidade Federal de São Carlos, 2009-08-31) Teixeira, Emanuele; Mendes, Enicéia Gonçalves; https://lattes.cnpq.br/8003993108324709
In recent years, studies on the efficiency and practices based on policies of school inclusion have presented results often controversial. The lack of concrete data has been considered the main difficulty encountered in the accurate assessment of how this process has been occurred. The few systematic studies related to this topic have been restricted to individual testimonies and experiences, unable to assess the impact of policy on practice in schools. As a result, studies to improve the quality of education and, thus, promote access to these students, have been necessary. In this way, the actual work aimed to conduct a study using a descriptive method to promote inclusive education of students with disabilities in common schools, through the identification and description of barriers encountered by these students. To identify such barriers, data were collected from interviews with students from three different cities, using a specific instrument for this purpose ( The School-Setting Interview 3.0 SSI ), which was translated and adapted to Brazilian reality. The participants were 24 students with disabilities, between 7 to 16 years old, actually educated in regular education classes of regular teaching from three different cities (A, B and C). The results were analyzed to identify possible variation in the number and types of barriers depending on the city, gender, education level and motor impairment, in addition to access of assistance. Qualitative analysis was performed to identify and exemplify personalized barriers encountered by students in specific situation. Results showed that these cities, which were subject to the same general laws, have very different initiatives regarded to school inclusion. As the barriers faced by students, data showed that adjustments are being made in schools, although the number and variety of barriers faced by these students is still concern, and that policies of school inclusion need to be more effective. Moreover, it is concluded that, in students perception, the social barriers overcome the physical ones, since there is a greater investment in adapting the physical environment, which involves costless attitudes that could be implemented in short period of time, while the engagement against social and educational barriers, which would require more expensive and more structural alternatives, is still considerably being ignored.
A pesquisa sobre formação de professores e multiculturalismo no Brasil : tendências e desafios
(Universidade Federal de São Carlos, 2009-08-31) Mariano, André Luiz Sena; Lima, Emília Freitas de
The present study advocates the thesis that the prevalence of conservative multicultural perspective and found in the studies selected, enable the construction of essentialized identities and the suffocation of the differences. This perspective is a major obstacle to the design - advanced here - training of teachers as intellectuals, with a mandate of heir, artist and critic, who understand the identities and differences as products and producers of history, culture, ideology, and also power relations. Therefore, structured the work around the question: what the studies produced and published in Brazil, when addressing the integration of multiculturalism in teacher education, reveal? This central issue unfolds in others: How does this integration occurs in the curriculum of teacher training? What (is) design (s) of multiculturalism is (are) present (s) in this work? How multicultural categories (social class, race / ethnicity, gender, etc.) have been included in the work selected? And to answer the questions above, have set the universe for the construction and analysis of data, journal articles - The International and The National - and the papers presented at major events in the area of education, namely: the Annual Meetings of the Association National Post-Graduate Studies and Research in Education (ANPEd) and the National Meetings of Curriculum and Teaching Practice (ENDIPE) between the years 2000 and 2006. Among the main trends in the 57 selected texts, stands within a multicultural conservative and a liberal left in the reality of teacher training. Through them, the teacher takes the difference of treatment as having a psychological or biological imprint, and thus one aspect of establishing hierarchies, inferiority those that differ from the ideal standard. The difference is always something missing to the individual or a diversion. The identity is treated essentialized and binary: the male as opposed to female, white as opposed to black. There are few studies that assume a hybrid identity. Moreover, the relationship between majority and minority is taken on a Manichean perspective, polarizing the oppressed group and the group oppressor. Finally, the teacher is still under the aegis of the technicality, allowing for a break between theory and practice and the preparation of teachers - both in the initial and ongoing - that works in favor of maintaining the status quo. Conclude that there is much to build toward a multicultural education, that gives rise to teacher training with a term of intellectual heir, interpreter and critic. Moreover, the teacher rights, multiculturalism needs to be taken as a discourse of hope and possibility.
Ensino e aprendizagem de gramática em aulas de inglês no ensino médio : foco na forma e desenvolvimento da acuidade linguística
(Universidade Federal de São Carlos, 2009-08-31) Marcheti, Luciana Impocetto; Augusto-Navarro, Eliane Hercules; https://lattes.cnpq.br/5716027350340906; https://lattes.cnpq.br/5399333403214832
This research was motivated by debates against and in support of grammar instruction in English as Foreign Language (EFL)/ English as a Second Language (ESL) teaching. Some studies, opposed to explicit grammatical instruction, do not believe that formal grammar lessons can develop the ability of using the target-language into spontaneous communication. They also advocate that grammar instruction can only develop short term declarative knowledge of grammar. On the other hand, this investigation aimed to observe the results of a one semester EFL course focused on form, whose purpose was to evaluate participants ability to use target language in communicative activities. The study is based on Batstone s (1994) noticing activities, which means attention to and manipulation of form. We also proposed meaning-focused communicative tasks. It is a qualitative study based on observing the process of accuracy development through multiple tests: before, during and after the grammar-focused intervention. According to Ortega & Iberri-Shea (2005), a 6 month period is enough to classify it as a longitudinal research. The study was developed into a high school first grade classroom of a semi-private school. The 20 participants, aged between 14 and 16, were exposed to grammar as Batstone suggests. The target-language item was the simple present, defined after a diagnostic test.
A participação social na perspectiva dos(as) jovens protagonistas da ONG SOS adolescente
(Universidade Federal de São Carlos, 2009-08-31) Reis, Denise Maria; Montrone, Aida Victoria Garcia; https://lattes.cnpq.br/9011731777978672; https://lattes.cnpq.br/1224343794340576
This study has investigated, in the years 2007 to 2009, how eighteen young of social project Núcleo de Jovens Protagonistas of Non-Governmental Organization SOS adolescente from Campinas/SP city understand the social participation and the protagonists actions in the multiple spaces where they live, focusing on the educational processes that they experience, using a participatory methodology of qualitative research, through a critical-dialectical approach. The mode of educational action called Juvenile Protagonism, has emerged in a systematic way in the late 90's in the country, seeking to subvert the youth thematization as a social problem. Given the comments about the educational practice of that project and social studies that demonstrate a political action of youths supporting the consensus and more specific interventions, became important to investigate the problem from the perspective of young people named protagonist. The analysis was anchored in theoretical and methodological referencial which, far beyond criticism, qualifies knowledge and means of resistance of popular individuals or groups, researching and understanding the reality with them, taking the coexistence and dialogue as fundamental research procedures. Considering the dialectics of social reality, full of contradictions, as well as the institutional context in which they participate, the results presented by two thematic axles: to pass what you learn and make part and take part point to ambiguities or inconsistencies between words and actions of young, bypassing their ways of understanding the object of study. These modes are related to learning and teaching, with educational roles and commitments they assume to themselves and with other young ones who live in multiple spaces of social inclusion where the critical consciousness and transformative action are highly relevant because they establish as reasonable utopia the change of the world guided by values of solidarity and justice. Was still verified the occurrence of various educational processes with humanizing character that transcend the boundaries of the Juvenile Protagonism proposal, as well as a perspective of more egalitarian gender relations.
Escola profissionalizante: solução ou problema?
(Universidade Federal de São Carlos, 2009-08-31) Felipe, Rodrigo José Oliveira; Bezerra Neto, Luiz; https://lattes.cnpq.br/4809080593333472; https://lattes.cnpq.br/3281839978702715
Formação continuada de professores em serviço : em busca de um currículo em ação intermulticultural
(Universidade Federal de São Carlos, 2009-08-31) Silva, Regina Helena da; Lima, Emília Freitas de; https://lattes.cnpq.br/6740093207165361
The research had as a focus the investigation of the group work: the teachers and the coordinator teacher of a primary school cycle I (1st to 4th grade) of the state net of teaching and a university professor, having the formative/collaborative work as an interpretative tool to direct intervene actions with the aim to sensitize/raise awareness of the teachers to issues such as equality, differences and inequality. The theoretical references used are based on post critical theories, which have as their source the Marxist theory, but such theories surpass the class concept, by adding other concepts such as culture, religion, gender, race/ethnicity among others. The data was analyzed through the following theoretical categories: alterity, difference and equality, expectation and identity. The sensitivity process about the issues aimed to contribute with the teachers practices either in the methodology or with the content selection towards an inter/multicultural action. The research proved that is not enough for the school curriculum to change in relation to the inter/multiculturalism only happen in the bureaucratic field, in the paper, but also in the sensitivity/conscience awareness processes for the implementation of new contents aiming this issue. The sensitivity process should happen in all the stages if the formation and this process should be ongoing and permanent.