Inclusão pedagógica: conceituação a partir de uma experiência na educação superior a distância
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Data
2018-03-02
Autores
Rios, Gabriela Alias [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa de doutorado foi desenvolvida no Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista (Unesp), e está vinculada à linha de pesquisa Processos Formativos, Ensino e Aprendizagem. A investigação partiu da identificação da necessidade de aprofundamento das pesquisas sobre inclusão nos cursos oferecidos na modalidade a distância na educação superior. Diante desse cenário, o seguinte questionamento norteou a pesquisa: como pode ser definida a inclusão em seu aspecto pedagógico, considerando o contexto da educação superior na modalidade a distância e o princípio da educação para todos? A pesquisa é de abordagem qualitativa, analítica-descritiva e se configura como estudo de caso, pois tem como fonte de dados o curso de especialização em Educação Especial na Perspectiva da Educação Inclusiva, oferecido na modalidade semipresencial aos professores da rede pública estadual por meio do Programa Rede São Paulo de Formação Docente (Redefor). Os cursos que compuseram esse Programa foram planejados para serem acessíveis a todos os matriculados. O objetivo geral desta investigação foi definir o conceito de inclusão pedagógica no âmbito dos eixos organizacionais e pedagógicos de um curso de especialização na modalidade a distância semipresencial. A pesquisa se deu em três fases: conceituação da inclusão pedagógica, análise do curso e triangulação dos dados. A conceituação foi realizada a partir da literatura existente sobre inclusão, que contempla o conceito de diferença, relacionando à EaD. Para a segunda fase, os dados foram selecionados a partir das interações e documentos disponibilizados no Ambiente Virtual de Aprendizagem (AVA) do curso, nas salas virtuais destinadas à comunicação entre as equipes e em três turmas do curso, e analisados a partir das categorias teóricas que permeiam o conceito de inclusão pedagógica. Na terceira fase, a partir dos dados e da literatura, foram evidenciados indicadores para a produção de cursos de forma a contemplar a inclusão pedagógica, cuja definição diz respeito às medidas para garantir a participação e o sucesso de todos. A pesquisa evidenciou que para que um curso atinja a inclusão pedagógica, é necessário que todo o processo, do planejamento à execução do curso, esteja alinhado conforme os pressupostos da educação inclusiva, como a valorização das diferenças.
This doctoral research was developed in the Graduate Program in Education of the Faculty of Science and Technology of São Paulo State University (FCT / UNESP) and it belongs to the research line Formative Processes, Teaching and Learning. The investigation was based on the need to deepen the research on inclusion in courses offered in the distance modality in higher education. The following question guided the research: how can inclusion, in its pedagogical aspect, be defined considering the context of higher education in the distance modality and the principle of education for all? This research is qualitative, analytical-descriptive and it is configured as a case study, since the data was collected from a specialization course, called Special Education on the Perspective of Inclusive Education, offered in the hybrid modality to the teachers of public schools, through São Paulo Network for Teacher Training Program. The courses which composed this Program were designed to be accessible to all the enrolled students. The main objective of the research was to define the concept of pedagogical inclusion of the online part of a specialization course, considering the organizational and pedagogical aspects. This research was carried out in three phases: conceptualization of the term “pedagogical inclusion”, course analysis and data triangulation. The conceptualization was developed from the analysis of the literature related to inclusion and distance education, considering the concept of difference in education. For the second phase, data was selected from the Virtual Learning Environment, considering the interactions and documents available on it. The virtual rooms for communication between the teams and three virtual rooms with students were analyzed. The selected data was analyzed from the theoretical categories which permeate the concept of pedagogical inclusion, defined on the first step of the research. In the third step, considering the analyzed data and the literature, indicators for the production of courses were evidenced, in order to contemplate the pedagogical inclusion, which defines actions to guarantee the participation and the success of all. This research evidenced that to achieve pedagogical inclusion in a course, it is necessary that the whole process, from planning to execution, follows the principles of inclusive education, as valuing differences.
This doctoral research was developed in the Graduate Program in Education of the Faculty of Science and Technology of São Paulo State University (FCT / UNESP) and it belongs to the research line Formative Processes, Teaching and Learning. The investigation was based on the need to deepen the research on inclusion in courses offered in the distance modality in higher education. The following question guided the research: how can inclusion, in its pedagogical aspect, be defined considering the context of higher education in the distance modality and the principle of education for all? This research is qualitative, analytical-descriptive and it is configured as a case study, since the data was collected from a specialization course, called Special Education on the Perspective of Inclusive Education, offered in the hybrid modality to the teachers of public schools, through São Paulo Network for Teacher Training Program. The courses which composed this Program were designed to be accessible to all the enrolled students. The main objective of the research was to define the concept of pedagogical inclusion of the online part of a specialization course, considering the organizational and pedagogical aspects. This research was carried out in three phases: conceptualization of the term “pedagogical inclusion”, course analysis and data triangulation. The conceptualization was developed from the analysis of the literature related to inclusion and distance education, considering the concept of difference in education. For the second phase, data was selected from the Virtual Learning Environment, considering the interactions and documents available on it. The virtual rooms for communication between the teams and three virtual rooms with students were analyzed. The selected data was analyzed from the theoretical categories which permeate the concept of pedagogical inclusion, defined on the first step of the research. In the third step, considering the analyzed data and the literature, indicators for the production of courses were evidenced, in order to contemplate the pedagogical inclusion, which defines actions to guarantee the participation and the success of all. This research evidenced that to achieve pedagogical inclusion in a course, it is necessary that the whole process, from planning to execution, follows the principles of inclusive education, as valuing differences.
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Palavras-chave
Inclusão pedagógica, Educação inclusiva, Educação a distância, Educação superior, Educação para todos, Pedagogical inclusion, Inclusive education, Distance education, Higher education, Education for all