A proposta pedagógica do curso de Licenciatura em Educação Física do Instituto Federal de Roraima -IFRR tem como eixo articulador a modalidade de ensino Educação Especial, na qual todos os componentes curriculares são voltados para os saberes e práticas dessa modalidade. À luz do referencial teórico da Psicologia Histórico-Cultural da Pedagogia Histórico-Crítica e sustentado pelo Materialismo Histórico Dialético, o objetivo deste estudo foi verificar se os significados sociais produzidos pelos acadêmicos, em relação aos conceitos de Educação Inclusiva e Educação Especial, possibilitam compreensões da realidade em sua complexidade superando os conceitos cotidianos. Como instrumento de coleta de dados utilizou-se questionário com questões abertas. A análise se deu com base no referencial teórico apresentado por Leontiev nas discussões relativas à Teoria da Atividade e às conexões entre significado social e sentido pessoal. Em síntese, os resultados evidenciaram a ausência de significações em torno do que apregoa a legislação da Educação Especial e da Educação Inclusiva que possibilitem interpretar aquilo que produz o processo de exclusão e a manutenção da complexa e contraditória relação entre igualdade e diferença, refletindo o contexto no qual está inserida a formação inicial dos professores na sociedade capitalista.
The pedagogical proposal of the Degree in Physical Education at the Instituto Federal de Roraima -IFRR has as its articulating axis the Special Education teaching modality, in which all curricular components are focused on the knowledge and practices of this modality. In the light of the theoretical framework of Historical-Cultural Psychology of Historical-Critical Pedagogy and supported by Dialectical Historical Materialism, the objective of this study was to verify whether the social meanings produced by academics, in relation to the concepts of Inclusive Education and Special Education, enable understanding of the reality in its complexity overcoming everyday concepts. As a data collection instrument, a questionnaire with open questions was used. The analysis was based on the theoretical framework presented by Leontiev in the discussions concerning the Activity Theory and the connections between social meaning and personal meaning. In summary, the results showed the absence of meanings around what the Special Education and Inclusive Education legislation says that make it possible to interpret what produces the process of exclusion and the maintenance of the complex and contradictory relationship between equality and difference, reflecting the context in which the initial training of teachers in capitalist society is inserted.
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