2011
DOI: 10.1590/s1517-97022011000300008 View full text |Buy / Rent full text
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Abstract: Este artigo, que tem como referência a teoria crítica, relata o resultado de uma pesquisa sobre atitudes em relação à educação inclusiva, realizada com doze professoras do 5º ano do ensino fundamental; dentre elas, seis tinham experiência de ter em sala de aula alunos com deficiência, e seis não tinham. A análise qualitativa dos dados decorrentes do levantamento realizado em seis escolas da rede municipal de Campo Grande (MS) demonstrou que, de modo geral, as professoras foram favoráveis à educação inclusiva. … Show more

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“…All selected studies were within the scope of school inclusion, addressing themes that included teacher education (Tavares et al, 2016;Toledo & Vitaliano, 2012); identification of factors necessary for inclusion and its implementation (Dias et al, 2015;Briant & Oliver, 2012); conceptions and social representations of teachers (Monteiro & Manzini, 2008;Musis & Carvalho, 2010;Silveira et al, 2012); discourses (Oliveira-Menegotto et al, 2010) and teacher attitudes (Crochík et al, 2011); and the relations of subjectivation of teachers in the process of school inclusion (Gomes & Souza, 2012).…”
Section: Resultsmentioning
“…These aspects included studies aimed at teacher education for inclusion (Tavares et al, 2016;Toledo & Vitaliano, 2012) and the positioning of teachers from the advantages and disadvantages perceived in the inclusive process (Crochík et al, 2011). Discourses (Oliveira-Menegotto et al, 2010) and conceptions of teachers towards school inclusion (Musis & Carvalho, 2010;Silveira et al, 2012) were analyzed, observing if these conceptions were modified after the work with inclusion in the classroom (Monteiro & Manzini, 2008).…”
Section: Resultsmentioning
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