SCHOOL INCLUSION IN SECONDARY SCHOOL: CHALLENGES OF THE TEACHING PRACTICE

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dc.contributor.authorAlmeida Garcia, Patricia Mara [UNESP]
dc.contributor.authorDiniz, Rosimeire Ferreira [UNESP]
dc.contributor.authorAgostini Martins, Morgana de Fatima
dc.contributor.institutionUniversidade Estadual Paulista (Unesp)
dc.contributor.institutionFundacao Univ Fed Grande Dourados
dc.date.accessioned2018-11-26T15:45:00Z
dc.date.available2018-11-26T15:45:00Z
dc.date.issued2016-01-01
dc.description.abstractThis article presents data from a survey developed as part of a course of the Graduate Program in School Education FCL / CAr Unesp, which aimed to analyze the teaching work in the context of school enrollment at all educational levels. We conducted a survey of high school teachers from a school in Minas Gerais, which met target group of special education students - EEAP. The objective was to observe and analyze how has given the process of inclusion in this school unit, which faced challenges and subsidies offered by the school. Developed a qualitative research, used as a methodological procedure the case study and as research tools use a questionnaire, which was applied to five teachers, conducted observations record in field diary to characterize the school in relation to its physical structure and to understand the pedagogical processes, we analyze the pedagogical Political Project and the dynamics of school organization. The results show, among others, the inclusion of EEAP students in high school is still very fragile, that teachers do not feel prepared and therefore do not make adjustments considering the differences that the PPP is not developed in a collective and participatory manner and that it is necessary an engagement of all school staff in finding the necessary changes.en
dc.description.affiliationUNESP Univ Estadual Paulista, Fac Ciencias & Letras, Posgrad Educ Escolar, BR-14800901 Araraquara, SP, Brazil
dc.description.affiliationFundacao Univ Fed Grande Dourados, Fac Educ, Posgrad Educ, BR-7984970 Dourados, MS, Brazil
dc.description.affiliationUnespUNESP Univ Estadual Paulista, Fac Ciencias & Letras, Posgrad Educ Escolar, BR-14800901 Araraquara, SP, Brazil
dc.format.extent1000-1016
dc.identifierhttp://dx.doi.org/10.21723/riaee.v11.esp2.p1000-1016
dc.identifier.citationRevista Ibero-americana De Estudos Em Educacao. Assis: Univ Estadual Paulista-unesp, Fac Ciencias Letras Assis, v. 11, p. 1000-1016, 2016.
dc.identifier.doi10.21723/riaee.v11.esp2.p1000-1016
dc.identifier.issn2446-8606
dc.identifier.urihttp://hdl.handle.net/11449/159715
dc.identifier.wosWOS:000410620600011
dc.language.isopor
dc.publisherUniv Estadual Paulista-unesp, Fac Ciencias Letras Assis
dc.relation.ispartofRevista Ibero-americana De Estudos Em Educacao
dc.rights.accessRightsAcesso restrito
dc.sourceWeb of Science
dc.subjectSpecial education
dc.subjectSchool inclusion
dc.subjectHigh school
dc.titleSCHOOL INCLUSION IN SECONDARY SCHOOL: CHALLENGES OF THE TEACHING PRACTICEen
dc.typeArtigo
dcterms.rightsHolderUniv Estadual Paulista-unesp, Fac Ciencias Letras Assis

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