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Master's Dissertation
DOI
10.11606/D.47.2002.tde-17082006-154028
Document
Author
Full name
Carla Biancha Angelucci
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2002
Supervisor
Committee
Patto, Maria Helena Souza (President)
Bueno, José Geraldo Silveira
Goncalves Filho, Jose Moura
Title in Portuguese
Uma inclusão nada especial: apropriações da política de inclusão de pessoas com necessidades especiais na rede pública de educação fundamental do Estado de São Paulo
Keywords in Portuguese
deficientes
distúrbios de aprendizagem
educação especial
escolas públicas
inclusão escolar
política educacional
psicologia educacional
Abstract in Portuguese
Esta pesquisa tem por objetivo compreender as apropriações da atual política educacional de inclusão de alunos com necessidades especiais em classes regulares da rede estadual paulista. Para tanto, foi entrevistada uma educadora com experiência em educação especial e educação regular e que, em sua história profissional, já revelava disposição em incluir alunos usualmente tidos como inaptos a freqüentar as classes regulares. A partir do campo de relações entre Política de Educação Pública, História da Educação Especial Brasileira e história laboral da entrevistada, a análise do depoimento revela que a atual política de inclusão de alunos com necessidades especiais acaba por repor a exclusão escolar, principalmente, no interior das próprias instituições de ensino. A consciência contraditória da depoente aponta ainda para a constante ameaça de sufocamento da percepção das condições objetivas em que se dá a referida política.
Title in English
A non-special inclusion: appropriations of the practice of inclusion of special needs students in the São Paulo elementary state educations system
Keywords in English
disabled
educational policy
educational psychology
learnig disabilities
public education
school inclusion
special education
Abstract in English
The objective of this research is to reach and understanding of the appropriation of current educational practice regarding the inclusion of special needs students in regular classes in the São Paulo state education system. Therefore, I have interviewed a teacher with experience teaching both special needs and regular students, and from her experience, she revealed a willingness to include students normally considered to have disabilities in her regular classes. With regards the related fields of the public education system, the history of special needs education in Brazil and her professional experience, the analysis of her statement reveals that the current practice of the inclusion of students with special needs results in their exclusion from regular classes, principally, within the education system itself. Her contradictory opinion still points to the constant threat of suffocating the perception of the aforementioned practice.
 
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Publishing Date
2006-09-26
 
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