This intervention research analyzes the impact of implementation of the Brazilian inclusive education policy on the teachers of a public school. The intervention was based on Cultural-Historical Activity Theory, using the methodology of Change Laboratory. Such methodology is based on the idea of expansive learning, which proposes the collective creation of new solutions to deal with the contradictions faced in an activity system (in this case, the school). Inclusive education has been a challenge to this school and its teachers: most of them were dealing with it for the first time. Ten group sessions were carried out from March to December 2014 and data were collected during such sessions. Three categories emerged from the data in an attempt to explain the teachers’ concerns about inclusion: 1) inclusion as learning, 2) inclusion as fallacy and 3) manifestation of contradictions related to inclusion. Students’ effective learning was the least frequent category. Manifestation of contradictions was the main category, indicating that the proposed inclusive education must advance to improve students’ performance. Such advances could take place through facing the contradictions appointed by the subjects themselves. Under the light of the theoretical framework, it was possible to perceive that the contradictions reveal the tensions involved in the inclusion process and, at the same time, the potential for change they carry in themselves.
A Teoria Histórico-Cultural da Atividade é uma teoria viva, que vem sendo desenvolvida desde os anos 1920 e 1930, a qual busca entender a formação do humano na atividade social. A Teoria vem se transformando pari passu com as mudanças nos contextos culturais das investigações teóricas e práticas que a utilizam, apresentando, assim, mudanças e continuidade das ideias ao longo de seu desenvolvimento. Nesse sentido, alguns estudiosos definem três gerações da Teoria, cada uma representada por um expoente na área da pesquisa: a primeira por Vygotsky (fundador), a segunda por Leontiev e a terceira por Engeström. O objetivo neste artigo é apresentar as propostas teóricas dos três autores, delineando as relações entre elas e oferecendo um panorama da Teoria Histórico-Cultural da Atividade. O conceito de atividade, que em Vygotsky aparece como atividade mediada (mediada por signos e ferramentas), em Leontiev aparece como atividade coletiva, base da consciência humana, e em Engeström aparece como sistema de atividade em transformação. A produção e a expansão da Teoria podem ser entendidas como atividades históricas e coletivas.
This work is based on cultural-historical theory from Vygotsky and on the National Curricular Parameters-Curricular Adaptations (1998)-aiming to discuss the importance of learning scientific concepts (the concepts learned through formal/ academic education) to the development of students with special educational needs. It is characterized as a theoretical essay based on bibliographical research. The discussion axis is the idea of curricular adaptation/flexibility, since there is no real inclusion without considering the individualized education to meet the specific needs of students. The importance attached to school curriculum and scientific concepts referred to it is based on the Vygotskian premise stating that the learning promotes development; according to Vygotsky, knowledge systematization and awareness enter into the child mind through the learning of scientific concepts. Due to the importance of these concepts, it is needed to be careful to think about the curricular adaptations; under the justification of adapting the teaching and curriculum to the specificities of students with special needs. The formal contents are often disregarded, assuming that they would not be within the capacity scope of students, especially those ones with more pronounced difficulties. It is concluded that learning-learning scientific concepts-promotes cognitive development; then, schooling should invest at this point. It is imperative to fight for an inclusive school in which the children, in fact, can learn, learn contents.
This case study aims to present an experience of acting as Interpreter Translator of Brazilian Sign Language (Libras) and Portuguese Language (TILSP) during the Special and Inclusive Education discipline in a class of Letters - Degree in Libras / Portuguese as a Second Language, at the Federal University of Rio Grande do Norte (UFRN), attended by 15 deaf students. It was noticed the lack of prior knowledge of these students about the themes of the Inclusive Education area that do not include deaf education, as it is not part of the reality experienced by them and an initial lack of interest towards the discipline itself. With the task of translating and interpreting the didactic-pedagogical activities developed in educational institutions, in order to enable access to knowledge of curricular contents, the TILSP professional has the implication of acting not only as a linguistic mediator between deaf people and Libras non-users hearing people, but also be an active participant in the teaching-learning process of the deaf student, being a collaborator of the teacher responsible for the discipline. Given what the deaf students demonstrated at the beginning and end of the semester regarding the learning of curriculum related to the discipline of Inclusive Special Education and considering the role of TILSP as a linguistic mediator and educational participant, it was found that the students could effectively have the appropriate accessibility to the subject. proposed knowledge in this reported context.
Com a obrigatoriedade de reserva de vagas para pessoas com deficiência em Instituições Federais de Ensino, o IFRN passa a receber um número significativo de alunos com deficiência. Para analisar o processo de inclusão desse público na Instituição, foi escolhido o Campus Apodi como lócus de pesquisa, com o objetivo de: 1. Avaliar a preparação dos docentes para o trabalho pedagógico com alunos com deficiência; 2. Avaliar as contribuições que o Núcleo de Apoio às Pessoas com Necessidades Educacionais Específicas (NAPNE) vem oferendo para a formação continuada; 3. Conhecer as perspectivas de formação dos docentes necessárias à consolidação do processo inclusivo. A pesquisa foi realizada em duas etapas. A primeira, em 2017, consistiu na aplicação de questionário para os professores, obtendo-se uma participação de 30 professores, representando 50% do quadro docente do Campus. Em 2018, foi realizada a socialização, com os professores, em reunião pedagógica, dos dados obtidos a partir do questionário, participando dessa segunda etapa 43 docentes, no intuito de comparar os dados com a realidade vivenciada pelos professores após o ingresso dos alunos com deficiência naquele ano. Como resultados, percebeu-se que os professores sentem-se inseguros para o trabalho com os alunos com deficiência, propondo ao NAPNE o direcionamento de ações para a orientação individual do professor, voltada para a especificidade da disciplina e do aluno. O estudo conduziu à reflexão de que a Instituição necessita sistematizar programas de formação continuada que deem suporte aos docentes e que os estimulem a ser agentes pesquisadores e promotores de práticas inclusivas.
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