Política de Inclusão Escolar e Práticas Curriculares: Estratégias Pedagógicas para Elaboração Conceitual do Público alvo de Educação Especial
Política de Inclusão Escolar e Práticas Curriculares: Estratégias Pedagógicas para Elaboração Conceitual do Público alvo de Educação Especial
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包含教育和实践课程的政治：特殊教育概念的详细教育策略
DOI：
10.14507/epaa.v23.1661
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发表时间：
2015
影响因子：
0.4
通讯作者：
Suelen Garay Figueiredo Jordão
中科院分区：
文献类型：
--
作者：
R. C. Hostins;Suelen Garay Figueiredo Jordão
在巴西，残疾学生的包容性教育政策和课程做法一直是调查和辩论的主题。这些学生尽管有接受正规教育的保障，但由于缺乏学习特点，在上学过程中受到限制。在普通学校和特殊教育中，主要的问题仍然是教这些学生什么和如何教，以及哪些课程和做法可以改善他们的概念阐述过程。在本文中，我们分析了证词的教师，（从小组访谈）和情节的互动和教学行动的影响，在专业教育支持（Salas德Recurso Multifuncional -SRM）从普通学校在淡水河谷做Itajai，SC的目的是问题化：政策的取向，课程实践和SRM在这些学生的学校教育中的作用。这些证词和分析的情节是2012/2013年与SRM教师合作研究的说明性摘录，该研究与两个国家特殊教育观察站有关，与CAPES的国家教育观察站计划和圣卡塔里纳州研究和创新基金会（FAPESC）有关。研究结果表明，在残疾学生概念阐述的场所和过程以及潜在的课程实践方面，政策存在矛盾、分割和脆弱性。
In Brazil, the inclusive education policy and curriculum practices of disabilities students have been the subject of inquiry and debate. These students, despite having guaranteed access to regular education, find restrictions in their schooling processes due to lack of their learning characteristics. In regular school and in special education still predominate questions about what and how to teach these students and which curriculum and practices could improve their conceptual elaboration processes. In this paper, we analyze testimonies of teachers, (resulting from group interview) and episodes of interactions and teaching actions effected in specialized education support (Salas de Recurso Multifuncional -SRM) from the regular schools in the Vale do Itajai, SC. The purpose is to problematize: orientations of policy, curricular practices and the role of SRM in these students’ schooling. The testimonies and analyzed episodes are an illustrative excerpt of collaborative research with SRM’ teachers in 2012/2013, which is linked to two National Observatories of Special Education, articulated to the CAPES’ National Education Observatory Program and to the Foundation for Research and Innovation of the State of Santa Catarina (FAPESC). The results of the research indicate contradictions, segmentations and the fragility of policy in relation to the locus and the processes of schooling and the potential curricular practices of the disabilities students’ conceptual elaboration.