Marilda Moraes Garcia Bruno

Inclusão no Ensino Superior: políticas e práticas na Universidade Federal da Grande Dourados

Considering the implications of the proposal for inclusion in Higher Education, this work aims to investigate the actions of the Federal University of Grande Dourados (UFGD), which have been focused in the last 10 years on the Academic Special Education Target (PAEE). Under the descriptive exploratory case study approach, the research data show policies, organizational practices and strategies, presented and discussed here in three thematic axes: a) Teaching, Research and Extension Actions; b) Services offered to PAEE; c) Inclusion in the UFGD: challenges and perspectives. The results achieved reinforce, in the microcontext investigated, the continuing need for a shared, collective and collaborative responsibility, in order to dislodge the most diverse barriers that are interposed, daily, in the course of university students with specific educational needs.

Pedagogização da literacy e alunos indígenas Guarani e Kaiowá de Dourados/MS

Este trabalho objetiva discutir, a partir das contribuicoes de Brian Street, a pedagogizacao da literacy1 que ocorre entre os indigenas Guarani e Kaiowa da cidade de Dourados, no Mato Grosso do Sul. De abordagem etnografica, com base nos Estudos Culturais, os dados da pesquisa foram coletados utilizando o instrumento da observacao, da entrevista com 10 professores e de um conjunto de atividades pedagogicas realizadas com 08 alunos indigenas, com idade entre 12 a 15 anos. Os resultados do estudo apontam que o dominio da leitura e da escrita, alem do conhecimento dos codigos ocidentais, tem sido sinonimo de sucesso profissional e academico. Embora os alunos indigenas tenham um conhecimento tradicional, reconhecido a partir das historias do seu povo, o que tem sido valorizado na escola e o codigo da escrita, que, ao nao ser dominado, gera estigmas e preconceitos.

Ainda Não Sei Ler e Escrever: alunos indígenas e o suposto fracasso escolar

Reading and writing process of indigenous students should be questioned in relation to the school failure. This is applied to students who do not reach the expectations established by the learning system, whose parameter is grounded in education for non-indigenous people. This study aimed to discuss the alleged school failure in the fields of reading and writing of Guarani, Kaiowa, and Terena indigenous students, in Dourados/MS. It is based on the sociopolitical perspective of Cultural Studies, and Literacy Studies, choosing ethnography as the investigative way.

Discursos e Práticas na Inclusão de Índios Surdos em Escolas Diferenciadas Indígenas

The interface between special education and indigenous education is a new and complex research field, drawing boundaries not defined yet between two fields of knowledge being constituted. This paper investigated the discourses of differentiated indigenous education, inclusive education and deaf education, and also recorded the perceived effectiveness of educational policies in the discourse of staff working in indigenous schools. The analysis, in addition to locating the indigenous deaf person in a differentiated culture, has identified the problems, possibilities and specific needs of communication in the school environment. The results indicated the need to create spaces for dialogue with the indigenous school community, so that the issue of deaf education is discussed and built collectively.

As Formas de Comunicação e de Inclusão da Criança Kaiowá Surda na Família e na Escola: um Estudo Etnográfico

Currently, ethnographies are recognized as serious research methods in the field of social sciences, though they are still gaining recognition in the educational scene. This study is based on the delimitation of the object from an inside perspective, aiming to understand the cultural experience of the Guarani-Kaiowa deaf people. The general goal is to investigate the communication and inclusion process of deaf children in family and school contexts of the indigenous communities of Bororo and Jaguapiru Villages, in Dourados/Mato Grosso do Sul. The specific goals were: a) to comprehend how indigenous deaf children relate to and communicate with their family and in school; b) to identify what is comfortable and what is difficult for them regarding communication and inclusion; and c) to describe actions and strategies used by the family and by the school to achieve communication and effective inclusion of children in these systems. The analyses are conceptually based on cultural studies, deaf studies and assumptions of ecological human development, guided by the interdependence between family cultures and different contexts of socialization - determining factors for human development. The results of the study allowed us to: identify an emerging system of communication used by family and child; to identify siblings as mediators of communication in the family and at school; and to recognize, in the speech of teachers, the role of the sign language interpreter as a pedagogical and communicative strategy for the inclusion of indigenous deaf children. Finally, ethnographic research enabled us to investigate this situation with an insider view, highlighting the establishment of intercultural dialogue.