Schoolar inclusion in Araras: conditions and prospects

Authors

  • Josiele Geovana de Lucca Universidade Federal de São Carlos
  • Fernanda Vilhena Mafra Bazon Universidade Federal de São Carlos
  • Daniele Lozano Universidade Federal de São Carlos

DOI:

https://doi.org/10.18675/1981-8106.vol25.n49.p340-356

Keywords:

Scholar Inclusion, Special Needs Education, Special Education.

Abstract

This study seeks the understanding of the conditions and prospects of inclusion in schools of Araras, based on the reports of teachers, managers and students of Pibid. The collect of the data was performed by the application of questionnaires and semi-structured interviews, seeking the understanding of the concepts of educational agents in connection with the inclusive process, and how these concepts influence their pedagogical practices. The study relied on the qualitative approach to research in education. The search for understanding the local reality is of great importance to guide the actions and educational practices that can collaborate in the inclusive process, seeking the construction of a democratic school. It was found that teacher formation is still a nodal point in the effectuation of inclusive process, and that the conceptions and educational practices point to the non accountability of professor by pedagogical activities with students with special educational needs. Finally, it was found that the Pibid can be a potential space for discussions and reflections on the actions and concepts inclusive.

Author Biographies

Fernanda Vilhena Mafra Bazon, Universidade Federal de São Carlos

Doutorado em Educação pela USP Docente do Departamento de Ciências da Natureza, Matemática e Educação Líder do Grupo de Estudos e Pesquisas em Aprendizagem, Desenvolvimento Humano e Escolarização: Abordagens Críticas

Daniele Lozano, Universidade Federal de São Carlos

Mestre em Matemática Aplicada pela UNESP Docente do Departamento de Ciências da Natureza, Matemática e Educação Líder do Grupo de Estudos e Pesquisas em Aprendizagem, Desenvolvimento Humano e Escolarização: Abordagens Críticas

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Published

2015-08-31

How to Cite

DE LUCCA, J. G.; BAZON, F. V. M.; LOZANO, D. Schoolar inclusion in Araras: conditions and prospects. Educação: Teoria e Prática, [S. l.], v. 25, n. 49, p. 340–356, 2015. DOI: 10.18675/1981-8106.vol25.n49.p340-356. Disponível em: https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/7747. Acesso em: 17 jul. 2024.

Issue

Vol. 25 No. 49 (2015)

Section

Artigos

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