Educação especial e o ensino de química: a inclusão escolar de estudantes com necessidades educacionais especiais no ensino médio
This study aims to discuss and analyze the process of student inclusion with Special Education Needs (SEN) occurs in a public school, more specificly, in scop of chemistry discipline in high school, as in the perspective of student as teachers. Thus for, we have used a qualitative case study approac...
| Autor principal: | Torres, Pamela Lenara Machado |
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| Formato: | Trabalho de Conclusão de Curso (Graduação) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2020
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/6131 |
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| Resumo: |
This study aims to discuss and analyze the process of student inclusion with Special Education Needs (SEN) occurs in a public school, more specificly, in scop of chemistry discipline in high school, as in the perspective of student as teachers. Thus for, we have used a qualitative case study approach with eight students with SEN registered in regular high school, four chemistry teachers and one teacher of special education of a public school of the state system network belonging to the regional of Campo Mourão. In addition to the interview, we performed a documentary analyze of the School's Political Pedagogical Project. The theoretical reference is ruled in studies and research related to Special Education, School Inclusion and the teaching-learning process of people with SEN. Besides the theoretical reference, we have taken as analysis basis the legislation and studies and researches - books, theses, dissertations, and academic articles - that approach the teaching of Chemistry in the perspective of the inclusive education of students with SEN in basic education. The analysis of the data allowed us to discuss: the conceptions of teachers and students regarding to Special Education, School Inclusion and Global Developmental Disorders; teacher education in the perspective of inclusive education; the teaching-learning process of students with SEN; and the material conditions for the accomplishment of School Inclusion in the analyzed context. Each of these aspects was analyzed separately in four categories of analysis, from which we sought to discuss the facilitator points, the limits and the challenges of School Inclusion in general, and in particular in the discipline of Chemistry in high school. From the results obtained, we considered that, in order to accomplish an effective school inclusion, are necessary, more than goodwill, objective and subjective conditions that guarantee the socialization of culture to all, indistinctly. These conditions refer to broad and comprehensive policies that indicate not only the ways, but in the same intensity, the effective conditions for these ways to be traveled and for educational purposes to be achieved. |
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