Currículo e deficiência: análise de publicações brasileiras no cenário da educação inclusiva

Abstract

RESUMO: A educação inclusiva envolve dimensões político-administrativas e pedagógicas. O currículo é umas dessas dimensões, e as adequações curriculares aparecem como uma estratégia para que sejam atendidos os princípios de uma escola para todos. Este estudo objetiva caracterizar o campo de estudos da educação inclusiva, por meio de uma revisão da literatura publicada entre os anos 2000 e 2010, em periódicos da área de educação, disponíveis no banco de dados Scielo. As palavras-chave utilizadas foram curricular, currículo, deficiência, educação especial e necessidades especiais. Os resultados demonstram que as produções na área são escassas no que diz respeito às estratégias para efetivação da educação inclusiva, limitando-se, prioritariamente, a reflexões e discussões teóricas que envolvem os princípios e políticas educacionais, pouco retratando experiências didático-pedagógicas que promovam ajustes curriculares e/ou formas de flexibilização do ensino. Palavras-chave: Educação Inclusiva; Currículo; Deficiência. CURRICULUM AND DISABILITY: ANALYSIS OF BRAZILIAN PUBLICATIONS IN THE SCENARIO OF INCLUSIVE EDUCATION ABSTRACT:The Inclusive Education involves political, administrative and pedagogical dimensions. The curriculum is one of these dimensions, and adaptation of curriculum appears as a strategy to comply the principles of a school for all. This study aims characterize the inclusive education field, through a literature review between 2000 and 2010 in Education journals available in SciELo database. The keywords used were "curriculum", "disability", "special education" and "special needs". Results demonstrate that there are

Relação entre o conhecimento dos professores sobre grau de perda auditiva, dispositivos tecnológicos e estratégias de comunicação

“…Regarding education, the literature highlights the need for adaptations in the school environment, which include the preparation of the school's professionals, the adequacy of the classroom, the use of assisted technology and the Specialized Educational Service (SES), as a means of implementing the inclusion in current legislation (18,19) .…”

Estudo de Caso sobre Atividades Desenvolvidas para um Aluno com Autismo no Ensino Fundamental I

“…In spite of the recent circulation of this new term (Universal Design), there is, in literature, research on the favorable adaptations to the individualized development of student learning (Diniz, 2013;Suplino, 2005;Serra, 2004). To Leite, Laura, and Martins (2013), the adaptations made in the curriculum can be understood as didactic-pedagogical strategies that reach the greatest number of differences. Thus, the authors argue that it is necessary to develop a teaching plan that contemplates the specificities of the students, respects the academic differences and their learning rhythms (Leite et al, 2013), providing and predicting, the organization of teaching and common classes considering the contents, the teaching methodology and the process of basic evaluations (Mesquita, 2010).…”

“…To Leite, Laura, and Martins (2013), the adaptations made in the curriculum can be understood as didactic-pedagogical strategies that reach the greatest number of differences. Thus, the authors argue that it is necessary to develop a teaching plan that contemplates the specificities of the students, respects the academic differences and their learning rhythms (Leite et al, 2013), providing and predicting, the organization of teaching and common classes considering the contents, the teaching methodology and the process of basic evaluations (Mesquita, 2010). In addition, pedagogical practice should be based on the valorization of these differences (Siems, 2008) and within the principles of individualization of teaching and learning processes (Denari, 2014).…”

“…However, according to Leite et al (2013), research is still scarce with regard to the strategies for effective inclusive education, focusing primarily on the reflections and theoretical discussions that involve educational principles and education policies. Not many researches portray didactic-pedagogical experiences that promote curricular adjustments and/or forms of teaching flexibility.…”

Curriculum Adaptations: What do Participants of Continuing Education Program Say about it?

“…The literature review of Leite, Borelli and Martins (2013) analyzed the last decade of Brazilian publications on the curriculum subject and it demonstrated a shortage of strategies for effective Inclusive Education. On data obtained by those authors, it was observed an emphasis in theoretical reflections and research involving or validating didactic and pedagogical experiences on curriculum adaptations was practically non-existent.…”