Processos de escolarização de pessoas com deficiência visual

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dc.contributor.authorVilaronga, Carla Ariela Rios [UNESP]
dc.contributor.authorCaiado, Katia Regina Moreno
dc.contributor.institutionUniversidade Estadual Paulista (UNESP)
dc.contributor.institutionUniversidade de São Paulo (USP)
dc.date.accessioned2022-04-28T18:58:27Z
dc.date.available2022-04-28T18:58:27Z
dc.date.issued2013-01-01
dc.description.abstractIn Brazil, the processes by means of which people with disabilities access schooling are quite unique. Despite the specific policies and legislation that has been enacted in the field in recent years, states and municipalities have structured service delivery in different ways, setting up distinct educational proposals for students with disabilities. Based on this context, the aim of this study was to describe and analyze the trajectories and expectations of school experience for students with visual impairment, who attended a community course to prepare for university level exams, because they aspired to admission to higher education. Specifically in this text, the focus that was selected was the school career of students with visual impairments from early childhood through the end of middle school. Te participants were four persons with visual disabilities who had concluded high school, attended community preparatory course for the college entrance exams in 2011 and planned to enter university. Understanding that we were addressing a synthesis of historical time and social place of the research subjects, we chose the life history approach. One of the issues discussed in this article relates to the consequences of policy changes in special education for the educational experience of this school, especially as regards the relationship between resource classes and regular classrooms. Reports about how unprepared schools and teachers are regarding enabling learning of educational content coincide with the memories of teachers and other school employees who have attempted to encounter their own strategies for teaching these students in the 1990s.en
dc.description.affiliationMestre em educação pela Universidade Estadual Paulista UNESP e doutoranda em Educação Especial pela UFSCar
dc.description.affiliationMestre em Educação Especial pela Universidade Federal de São Carlos e doutora em Educação pela Universidade de São Paulo
dc.description.affiliationUnespMestre em educação pela Universidade Estadual Paulista UNESP e doutoranda em Educação Especial pela UFSCar
dc.format.extent61-78
dc.identifierhttp://dx.doi.org/10.1590/S1413-65382013000100005
dc.identifier.citationRevista Brasileira de Educacao Especial, v. 19, n. 1, p. 61-78, 2013.
dc.identifier.doi10.1590/S1413-65382013000100005
dc.identifier.issn1413-6538
dc.identifier.scopus2-s2.0-84877870864
dc.identifier.urihttp://hdl.handle.net/11449/219911
dc.language.isoeng
dc.language.isopor
dc.relation.ispartofRevista Brasileira de Educacao Especial
dc.sourceScopus
dc.subjectInclusive education
dc.subjectLife history
dc.subjectSpecial education
dc.subjectVisual disability
dc.titleProcessos de escolarização de pessoas com deficiência visualpt
dc.title.alternativeSchooling processes for people with visual disabilitiesen
dc.typeArtigo

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