Fabiane Adela Tonetto Costas

O processo de inclusão de acadêmicos com necessidades educacionais especiais na Universidade Federal de Santa Maria

O presente artigo buscou mapear o processo de inclusao na UFSM. Inicialmente, elaborou-se um breve historico sobre a inclusao na Europa e no Brasil, abrangendo a atualidade e as perspectivas da inclusao no ensino superior. A ideia de realizarmos uma pesquisa a respeito do processo de inclusao na UFSM surgiu pela necessidade de conhecermos o que esta sendo realizado na area de Educacao Especial em uma instituicao de ensino superior, salientando de que forma a Psicopedagogia e/ou o psicopedagogo pode contribuir nesse processo. A pesquisa, com enfoque qualitativo, foi estruturada atraves de questionamentos, acerca do processo de inclusao, destinados aos coordenadores dos cursos de graduacao da Universidade Federal de Santa Maria. A partir dos dados que foram colhidos, foi possivel visualizar como esta acontecendo o processo de inclusao no ensino superior e, embora tenha sido constatado que a Universidade Federal de Santa Maria possui nove academicos com necessidades educacionais especiais incluidos, esse processo encontra-se em uma fase inicial, visto que nao existe uma politica institucional para orientar a efetivacao do processo inclusivo. Palavras-chave : Inclusao. Necessidades Especiais. Ensino Superior.

Escola inclusiva: o desvelar de um espaço multifacetado

Apresentamos de forma breve, a evolucao das fases da educacao especial, dando maior enfase na Integracao e Inclusao, bem como apontamos alguns documentos internacionais e nacionais oriundos das mudancas de concepcoes em relacao as pessoas com necessidades educacionais especiais e aos processos educacionais, incluindo nestes o ensino especial e o ensino regular. Para contextualizar o processo de integracao/inclusao fizemos um relato da pesquisa-acao que estamos realizando em uma Escola Estadual de Ensino Basico, localizada na cidade de Santa Maria/RS que tem como proposta a Escola Inclusiva. Assim, buscamos construir estrategias de acao junto aos educadores, alunos e familias, que possibilite a implementacao gradual, porem bem sucedida, do projeto de educacao inclusiva. Palavras-chave : Educacao Especial. Integracao/Inclusao. Ensino Regular.

AS TRADUÇÕES DA DECLARAÇÃO DE SALAMANCA NO BRASIL

Esse artigo problematiza o conceito de educacao inclusiva difundido no contexto escolar. Verificamos em estudos academicos, politicas e acoes governamentais, a expressao educacao inclusiva vinculada a Educacao Especial, como se fossem sinonimos. Porem, nao o sao, pois a segunda existe independentemente da primeira. As mudancas no texto da atual versao da Declaracao de Salamanca e sua influencia na elaboracao de documentos legais confirmam que educacao inclusiva e Educacao Especial tem sido consideradas sinonimas em nosso pais. Constatamos que as alteracoes na Declaracao de Salamanca colocaram a educacao inclusiva como tarefa da Educacao Especial, provocando uma miscelânea de conceitos e definicoes envolvendo educacao inclusiva e Educacao Especial. Essas mudancas podem ter causado confusoes conceituais e, possivelmente, conduzido o rumo da historia das politicas e pesquisas sobre educacao inclusiva e Educacao Especial no Brasil.

Inclusive education: implications of the translations and interpretations of the Salamanca Statement in Brazil

As mudancas na atual versao da Declaracao de Salamanca e sua influencia na elaboracao de documentos legais confirmam que educacao inclusiva e Educacao Especial tem sido consideradas sinonimas em nosso pais. Assim, este artigo problematiza o conceito de educacao inclusiva difundido em politicas publicas e no contexto escolar brasileiro, a partir da primeira traducao da Declaracao de Salamanca, disponivel em 1994 e reeditada em 1997, e da segunda traducao, que hoje esta disponivel em meio digital no website do Ministerio da Educacao. A opcao metodologica envolveu a pesquisa documental e a analise documental. A partir delas, buscamos constatar e analisar de que forma as alteracoes na Declaracao de Salamanca, hoje publicizada e veiculada no Brasil, colocaram a educacao inclusiva como tarefa da Educacao Especial, provocando uma miscelânea de conceitos, definicoes e interpretacoes envolvendo essas duas expressoes. Foi possivel observar que as politicas publicas para a educacao inclusiva e a Educacao Especial foram/estao sendo propostas tendo por base as modificacoes e as interpretacoes dessa Declaracao. As alteracoes aparentemente despretensiosas na Declaracao de Salamanca e a miscelânea de conceitos e definicoes sobre as pessoas denominadas publico-alvo da educacao inclusiva e da Educacao Especial podem ter causado confusoes conceituais e, certamente, conduzido o rumo da historia das politicas e pesquisas sobre essas tematicas no Brasil.The changes in the current version of the Salamanca Statement, and its influence in the elaboration of legal documents, confirm that inclusive education and Special Education have been considered synonyms in our country. Thus, this article problematizes the concept of inclusive education disseminated in public policies and in the Brazilian school context from the first translation of the Salamanca Statement, available in 1994 and re-edited in 1997; and from the second translation of this document, that is currently available at the website of the Ministry of Education. The methodology involved a documental research and analysis that sought to determine and to analyze how the alterations in the Salamanca Statement, as published and conveyed in Brazil, set the inclusive education as a task of Special Education, provoking a miscellany of concepts, definitions and interpretations relating these two expressions. It was possible to observe that the public policies for inclusive education and Special Education were/are being proposed having as basis the modifications and the interpretations of this Statement. The alterations, apparently unpretentious, in the Salamanca Statement and the variety of concepts and definitions about the people who are target of inclusive education and of Special Education could have caused a conceptual confusion and, certainly, defined the course of the history of the policies and research related to these themes in Brazil.

Educación inclusiva: las implicaciones de las traduciones y de las interpretaciones de la Declaración de Salamanca en Brasil

As mudancas na atual versao da Declaracao de Salamanca e sua influencia na elaboracao de documentos legais confirmam que educacao inclusiva e Educacao Especial tem sido consideradas sinonimas em nosso pais. Assim, este artigo problematiza o conceito de educacao inclusiva difundido em politicas publicas e no contexto escolar brasileiro, a partir da primeira traducao da Declaracao de Salamanca, disponivel em 1994 e reeditada em 1997, e da segunda traducao, que hoje esta disponivel em meio digital no website do Ministerio da Educacao. A opcao metodologica envolveu a pesquisa documental e a analise documental. A partir delas, buscamos constatar e analisar de que forma as alteracoes na Declaracao de Salamanca, hoje publicizada e veiculada no Brasil, colocaram a educacao inclusiva como tarefa da Educacao Especial, provocando uma miscelânea de conceitos, definicoes e interpretacoes envolvendo essas duas expressoes. Foi possivel observar que as politicas publicas para a educacao inclusiva e a Educacao Especial foram/estao sendo propostas tendo por base as modificacoes e as interpretacoes dessa Declaracao. As alteracoes aparentemente despretensiosas na Declaracao de Salamanca e a miscelânea de conceitos e definicoes sobre as pessoas denominadas publico-alvo da educacao inclusiva e da Educacao Especial podem ter causado confusoes conceituais e, certamente, conduzido o rumo da historia das politicas e pesquisas sobre essas tematicas no Brasil.The changes in the current version of the Salamanca Statement, and its influence in the elaboration of legal documents, confirm that inclusive education and Special Education have been considered synonyms in our country. Thus, this article problematizes the concept of inclusive education disseminated in public policies and in the Brazilian school context from the first translation of the Salamanca Statement, available in 1994 and re-edited in 1997; and from the second translation of this document, that is currently available at the website of the Ministry of Education. The methodology involved a documental research and analysis that sought to determine and to analyze how the alterations in the Salamanca Statement, as published and conveyed in Brazil, set the inclusive education as a task of Special Education, provoking a miscellany of concepts, definitions and interpretations relating these two expressions. It was possible to observe that the public policies for inclusive education and Special Education were/are being proposed having as basis the modifications and the interpretations of this Statement. The alterations, apparently unpretentious, in the Salamanca Statement and the variety of concepts and definitions about the people who are target of inclusive education and of Special Education could have caused a conceptual confusion and, certainly, defined the course of the history of the policies and research related to these themes in Brazil.

Educação inclusiva: as implicações das traduções e das interpretações da Declaração de Salamanca no Brasil

As mudancas na atual versao da Declaracao de Salamanca e sua influencia na elaboracao de documentos legais confirmam que educacao inclusiva e Educacao Especial tem sido consideradas sinonimas em nosso pais. Assim, este artigo problematiza o conceito de educacao inclusiva difundido em politicas publicas e no contexto escolar brasileiro, a partir da primeira traducao da Declaracao de Salamanca, disponivel em 1994 e reeditada em 1997, e da segunda traducao, que hoje esta disponivel em meio digital no website do Ministerio da Educacao. A opcao metodologica envolveu a pesquisa documental e a analise documental. A partir delas, buscamos constatar e analisar de que forma as alteracoes na Declaracao de Salamanca, hoje publicizada e veiculada no Brasil, colocaram a educacao inclusiva como tarefa da Educacao Especial, provocando uma miscelânea de conceitos, definicoes e interpretacoes envolvendo essas duas expressoes. Foi possivel observar que as politicas publicas para a educacao inclusiva e a Educacao Especial foram/estao sendo propostas tendo por base as modificacoes e as interpretacoes dessa Declaracao. As alteracoes aparentemente despretensiosas na Declaracao de Salamanca e a miscelânea de conceitos e definicoes sobre as pessoas denominadas publico-alvo da educacao inclusiva e da Educacao Especial podem ter causado confusoes conceituais e, certamente, conduzido o rumo da historia das politicas e pesquisas sobre essas tematicas no Brasil.The changes in the current version of the Salamanca Statement, and its influence in the elaboration of legal documents, confirm that inclusive education and Special Education have been considered synonyms in our country. Thus, this article problematizes the concept of inclusive education disseminated in public policies and in the Brazilian school context from the first translation of the Salamanca Statement, available in 1994 and re-edited in 1997; and from the second translation of this document, that is currently available at the website of the Ministry of Education. The methodology involved a documental research and analysis that sought to determine and to analyze how the alterations in the Salamanca Statement, as published and conveyed in Brazil, set the inclusive education as a task of Special Education, provoking a miscellany of concepts, definitions and interpretations relating these two expressions. It was possible to observe that the public policies for inclusive education and Special Education were/are being proposed having as basis the modifications and the interpretations of this Statement. The alterations, apparently unpretentious, in the Salamanca Statement and the variety of concepts and definitions about the people who are target of inclusive education and of Special Education could have caused a conceptual confusion and, certainly, defined the course of the history of the policies and research related to these themes in Brazil.

Educação Especial na Perspectiva Inclusiva: Implicações para o Trabalho Docente Articulado no Ensino Médio e Tecnológico

Articulated teaching is proposed as an adaptation to collaborative teaching and aims the joint work between the regular class teacher and the special education teacher in planning, developing and evaluating a class. The aim of this study was to analyze how high school teachers and technology education teachers of a Federal Education Institute in Rio Grande do Sul, Brazil, realize articulated teaching, what their limitations and possibilities are before the inclusion of students with disabilities and/or special educational needs, intensified after the National Policy of Special Education (2008). The research was qualitative, using a field diary and a questionnaire answered by seven professors from a student with intellectual disabilities included in the medium and technology education. To interpret the data we used in Content Analysis. The results showed that articulated teaching is important, however, few teachers have cited difficulties in performing it, for example, the low number of special education teachers and regular class teachers, and little time to this work. We conclude that the articulated teaching has obstacles to overcome, but we believe in its potential to mobilize learning, particularly for pupils with special educational needs, through special education in the perspective of inclusive education, which in the current educational context massified the idea of inclusive school education, with no sufficient investment to ensure conditions for it to be extended to all subjects.

O papel da gestão na formação inicial de professores com vista à educação inclusiva

Considering the current inclusive education system, it is up to the regular teaching provide the basic education at all scopes. Facing that, the importance of investing into the teacher’s formation is verified, for it is inside the academy that the first and one of the most important instruction and knowledge exchanging environments is found; there the professionals which will act tomorrow are formed. This research intended to verify which organizational and structural alternatives UFSM’s management is or should be looking for in order to collaborate to a initial formation of teachers with qualification to act inside the inclusive school. In summary, the quality of training of teachers to work inside inclusive education is being built, with troubles being found, especially in relation to the teachers’ formation. Key-words: inclusive education, teacher’s initial formation, superior teaching’s management, public politics.Considerando o atual sistema de educacao inclusiva cabe ao ensino regular fornecer a educacao basica em todas as esferas. Diante disso, evidencia-se a importância do investimento na formacao docente, pois e na academia que se encontra o primeiro e um dos mais importantes ambientes de instrucao e troca de saberes, no qual se formam os profissionais que atuarao no amanha. Esta pesquisa pretendeu verificar quais alternativas organizativas e estruturais a gestao da UFSM esta buscando ou deve buscar para colaborar na formacao inicial de professores qualificados para atuar na escola inclusiva. Em sintese, a qualidade da formacao de professores para trabalhar na educacao inclusiva esta em construcao, problemas ainda sao encontrados, principalmente em relacao a propria formacao dos formadores. Palavras-chave: educacao inclusiva, formacao inicial de professores, gestao no ensino superior, politicas publicas. MANAGEMENT’S ROLE ON INITIAL FORMATION OF TEACHERS AIMING TO INCLUSIVE EDUCATION Abstract Considering the current inclusive education system, it is up to the regular teaching provide the basic education at all scopes. Facing that, the importance of investing into the teacher’s formation is verified, for it is inside the academy that the first and one of the most important instruction and knowledge exchanging environments is found; there the professionals which will act tomorrow are formed. This research intended to verify which organizational and structural alternatives UFSM’s management is or should be looking for in order to collaborate to a initial formation of teachers with qualification to act inside the inclusive school. In summary, the quality of training of teachers to work inside inclusive education is being built, with troubles being found, especially in relation to the teachers’ formation. Key-words: inclusive education, teacher’s initial formation, superior teaching’s management, public politics.

Management’s role on initial formation of teachers aiming to inclusive education

Considering the current inclusive education system, it is up to the regular teaching provide the basic education at all scopes. Facing that, the importance of investing into the teacher’s formation is verified, for it is inside the academy that the first and one of the most important instruction and knowledge exchanging environments is found; there the professionals which will act tomorrow are formed. This research intended to verify which organizational and structural alternatives UFSM’s management is or should be looking for in order to collaborate to a initial formation of teachers with qualification to act inside the inclusive school. In summary, the quality of training of teachers to work inside inclusive education is being built, with troubles being found, especially in relation to the teachers’ formation. Key-words: inclusive education, teacher’s initial formation, superior teaching’s management, public politics.Considerando o atual sistema de educacao inclusiva cabe ao ensino regular fornecer a educacao basica em todas as esferas. Diante disso, evidencia-se a importância do investimento na formacao docente, pois e na academia que se encontra o primeiro e um dos mais importantes ambientes de instrucao e troca de saberes, no qual se formam os profissionais que atuarao no amanha. Esta pesquisa pretendeu verificar quais alternativas organizativas e estruturais a gestao da UFSM esta buscando ou deve buscar para colaborar na formacao inicial de professores qualificados para atuar na escola inclusiva. Em sintese, a qualidade da formacao de professores para trabalhar na educacao inclusiva esta em construcao, problemas ainda sao encontrados, principalmente em relacao a propria formacao dos formadores. Palavras-chave: educacao inclusiva, formacao inicial de professores, gestao no ensino superior, politicas publicas. MANAGEMENT’S ROLE ON INITIAL FORMATION OF TEACHERS AIMING TO INCLUSIVE EDUCATION Abstract Considering the current inclusive education system, it is up to the regular teaching provide the basic education at all scopes. Facing that, the importance of investing into the teacher’s formation is verified, for it is inside the academy that the first and one of the most important instruction and knowledge exchanging environments is found; there the professionals which will act tomorrow are formed. This research intended to verify which organizational and structural alternatives UFSM’s management is or should be looking for in order to collaborate to a initial formation of teachers with qualification to act inside the inclusive school. In summary, the quality of training of teachers to work inside inclusive education is being built, with troubles being found, especially in relation to the teachers’ formation. Key-words: inclusive education, teacher’s initial formation, superior teaching’s management, public politics.

DIFICULDADES DE APRENDIZAGEM: UMA ANÁLISE A PARTIR DE VYGOTSKY

We aimed, along the text, to bring a reflection upon learning difficulties based on Socio-Historical Theory, relating what is observed in schools to what has been discussed about learning difficulties and the theory proposed by Vygotsky in the early XX century. We understand that children enter school carrying experiences and knowledge from their cultural group and that school ignores such knowledge very often. Then, it is in such disengagement that emerges what we started to call learning difficulties. One cannot forget to see a child as a whole – a student is a social being constituted by culture, language and specific values to which one must be attentive.