História do centro de inclusão no ensino superior: abordagem construcionista contextualizada e significativa
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Data
2021-03-26
Autores
Santana, Jane Aparecida de Souza [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta tese de doutorado vincula-se à linha de pesquisa: “Processos Formativos, Ensino e Aprendizagem” do Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista “Júlio de Mesquita Filho” (FCT/UNESP). Parte-se do seguinte questionamento: como as ações desenvolvidas no CPIDES por meio do Grupo de Pesquisa API, a partir da abordagem CCS contribuíram na formação dos estagiários discentes dos cursos de graduação possibilitando subsídios cognitivos, socioemocionais e financeiros para a construção de uma cultura inclusiva? Diante disso, a presente pesquisa teve por objetivo analisar a história e as contribuições do Centro de Promoção para a Inclusão Digital, Escolar e Social (CPIDES), estabelecido em uma universidade pública, na formação inicial e continuada de seus discentes por meio da Abordagem Construcionista Contextualizada e Significativa (CCS). O CPIDES é um centro com características peculiares e se constitui de um caso único tanto na Universidade Estadual Paulista (UNESP), assim como em relação a outras instituições congêneres. Razão esta que destacamos a relevância desse estudo por meio da tríade: extensão, ensino e pesquisa. Portanto, buscamos por meio desse estudo de caso, uma investigação in situ, para aprofundar a compreensão do caso CPIDES, a partir do histórico e contextualização no cenário local (a universidade) e a partir dos fenômenos observados e documentados, desde a criação, até os dias atuais. O Centro de Promoção para a Inclusão Digital, Escolar e Social (CPIDES), teve sua inauguração oficializada em 08 de abril de 2010, e desde então, vem engendrando estudos para a implementação de projetos de Ensino, Pesquisa e Extensão, constituindo-se, ao longo desta última década, em referenciado Centro de pesquisa e formação inicial e continuada para discentes, docentes e pesquisadores. Dessa forma foi realizado o levantamento bibliográfico e documental no acervo interno do CPIDES, seguido da aplicação de um questionário e entrevista a uma amostra dos colaboradores que atuaram no CPIDES. Como resultados, evidencia-se que as experiências vivenciadas pelos discentes, colaboradores e pesquisadores que atuaram no CPIDES, foram desafiadoras e significativas, pois, culminaram no desenvolvimento de habilidades e competências, ocasionado a transformação na prática e na formação dos discentes e dos profissionais da educação para uma sociedade mais inclusiva. A transformação pessoal para um olhar mais inclusivo; a valorização da singularidade das pessoas e de suas potencialidades; a iniciação ao universo da pesquisa; o atendimento aos estudantes com deficiências e síndromes diversas; a utilização de recursos digitais para a efetivação da aprendizagem foram condições mencionadas nos questionários coletados. A pesquisa evidenciou, ainda, que o CPIDES representa um caso único, que utiliza as TDIC, partindo da realidade e singularidade dos estudantes com deficiência, por meio da abordagem CCS, no contexto de uma universidade pública. Todas as ações e pesquisas desenvolvidas durante os mais de 20 anos pelo CPIDES permitiram concluir que a abordagem CCS trouxe aos mais diferentes contextos de formação, benefícios relevantes para a construção de uma escola inclusiva e possibilidades para o processo de formação inicial e continuada nas diferentes modalidades de ensino. Portanto, o desenvolvimento de projetos de ensino, pesquisa e extensão, como os promovidos pelo CPIDES, pode contribuir para equalizar uma demanda que se expande por cursos de formação inicial e continuada, em especial aqueles voltados para a educação inclusiva. Tais projetos viabilizaram também, como se comprovou neste estudo de caso, a formação de recursos humanos de alto nível, para a efetivação da educação inclusiva almejada.
This doctoral thesis is linked to the line of research: “Formative Processes, Teaching and Learning” of the Graduate Program in Education at the Faculty of Science and Technology at the São Paulo State University “Júlio de Mesquita Filho” (FCT/UNESP). It starts with the following question: how the actions developed at CPIDES through the API Research Group, from the CCS approach, contributed to the training of student interns in undergraduate courses, enabling cognitive, socio-emotional and financial subsidies for the construction of an inclusive culture? Therefore, this research aimed to analyze the history and contributions of the Center for the Promotion of Digital, School and Social Inclusion (CPIDES), established at a public university, in the initial and continuing education of its students through the Constructionist Approach Contextualized and Meaningful (CCS). CPIDES is a center with peculiar characteristics and is a unique case both at the Universidade Estadual Paulista (UNESP), as well as in relation to other similar institutions. This is why we highlight the relevance of this study through the triad: extension, teaching and research. Therefore, we sought, through this case study, an in-situ investigation, to deepen the understanding of the CPIDES case, from the history and contextualization in the local scenario (the university) and from the observed and documented phenomena, from creation to the present day. The Center for the Promotion of Digital, School and Social Inclusion (CPIDES), had its official opening on April 8, 2010, and since then, it has been engendering studies for the implementation of Education, Research and Extension projects, establishing, over the last decade, in a referenced Center for research and initial and continuing education for students, teachers and researchers. Thus, a bibliographic and documental survey was carried out in the internal collection of CPIDES, followed by the application of a questionnaire and interview to a sample of employees Who worked at CPIDES. As a result, it is evident that the experiences lived by students, collaborators and researchers Who worked at CPIDES were challenging and significant, as they culminated in the development of skills and competences, resulting in the transformation in the practice and training of students and professionals at education for a more inclusive society. Personal transformation for a more inclusive look; valuing the uniqueness of people and their potential; initiation into the universe of research; assistance to students with different disabilities and syndromes; the use of digital resources for the realization of learning were conditions mentioned in the collected questionnaires. The research also showed that CPIDES represents a unique case, which uses TDIC, starting from the reality and uniqueness of students with disabilities, through the CCS approach, in the context of a public university. All of the actions and researches developed by CPIDES over more than 20 years allowed us to conclude that the CCS approach brought to the most different formation contexts relevant benefits for the construction of an inclusive school and possibilities for the process of initial and continuing training in different teaching modalities. Therefore, the development of teaching, research and extension projects, such as those promoted by CPIDES, can contribute to equalizing an expanding demand for initial and continuing education courses, especially those aimed at inclusive education. Such projects also made viable, as proved in this case study, the training of high-level human resources, for the realization of the desired inclusive education.
This doctoral thesis is linked to the line of research: “Formative Processes, Teaching and Learning” of the Graduate Program in Education at the Faculty of Science and Technology at the São Paulo State University “Júlio de Mesquita Filho” (FCT/UNESP). It starts with the following question: how the actions developed at CPIDES through the API Research Group, from the CCS approach, contributed to the training of student interns in undergraduate courses, enabling cognitive, socio-emotional and financial subsidies for the construction of an inclusive culture? Therefore, this research aimed to analyze the history and contributions of the Center for the Promotion of Digital, School and Social Inclusion (CPIDES), established at a public university, in the initial and continuing education of its students through the Constructionist Approach Contextualized and Meaningful (CCS). CPIDES is a center with peculiar characteristics and is a unique case both at the Universidade Estadual Paulista (UNESP), as well as in relation to other similar institutions. This is why we highlight the relevance of this study through the triad: extension, teaching and research. Therefore, we sought, through this case study, an in-situ investigation, to deepen the understanding of the CPIDES case, from the history and contextualization in the local scenario (the university) and from the observed and documented phenomena, from creation to the present day. The Center for the Promotion of Digital, School and Social Inclusion (CPIDES), had its official opening on April 8, 2010, and since then, it has been engendering studies for the implementation of Education, Research and Extension projects, establishing, over the last decade, in a referenced Center for research and initial and continuing education for students, teachers and researchers. Thus, a bibliographic and documental survey was carried out in the internal collection of CPIDES, followed by the application of a questionnaire and interview to a sample of employees Who worked at CPIDES. As a result, it is evident that the experiences lived by students, collaborators and researchers Who worked at CPIDES were challenging and significant, as they culminated in the development of skills and competences, resulting in the transformation in the practice and training of students and professionals at education for a more inclusive society. Personal transformation for a more inclusive look; valuing the uniqueness of people and their potential; initiation into the universe of research; assistance to students with different disabilities and syndromes; the use of digital resources for the realization of learning were conditions mentioned in the collected questionnaires. The research also showed that CPIDES represents a unique case, which uses TDIC, starting from the reality and uniqueness of students with disabilities, through the CCS approach, in the context of a public university. All of the actions and researches developed by CPIDES over more than 20 years allowed us to conclude that the CCS approach brought to the most different formation contexts relevant benefits for the construction of an inclusive school and possibilities for the process of initial and continuing training in different teaching modalities. Therefore, the development of teaching, research and extension projects, such as those promoted by CPIDES, can contribute to equalizing an expanding demand for initial and continuing education courses, especially those aimed at inclusive education. Such projects also made viable, as proved in this case study, the training of high-level human resources, for the realization of the desired inclusive education.
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Palavras-chave
Inclusão digital, Inclusão escolar, Inclusão social, Abordagem construcionista, Educação inclusiva, Formação de professores, Abordagem construcionista, contextualizada e significativa, Digital inclusion, School inclusion, Social inclusion, Inclusive education, Teacher training, Constructionist, contextualized and meaningful approach