Banca de QUALIFICAÇÃO: SILVIA RAQUEL SCHREIBER BONIATI

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : SILVIA RAQUEL SCHREIBER BONIATI
DATE: 22/02/2021
TIME: 14:00
LOCAL: Google Meet (https://meet.google.com/azv-ovnq-sdb)
TITLE:

THE SPECIAL EDUCATION POLICY OF THE MUNICIPAL EDUCATION SYSTEM FROM GASPAR (SC) AND THE RESONANCES IN THE PEDAGOGICAL ACTION OF SPECIAL EDUCATION TEACHERS

KEY WORDS:

Public Inclusion Policies. Pedagogical Practices. Inclusive Education. Special Education

PAGES: 50
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Especial
SUMMARY:

This ongoing research which will result in the Master's thesis and aims to analyze the legal guidelines of the Special Education Policy of Municipal Education System from Gaspar (SC) and draw a comparison with the pedagogical practices developed with the subjects designated as special education target group in the context of Municipal Education System. It consists of a qualitative approach research, documental and bibliographic, from publications of researchers in the area, documents and legislation related to public policies, the public of special education, educational processes and inclusive education. In addition for data collection, a semi-structured interview is adopted for the effective special education teachers of the municipal education system from Gaspar (SC).Throughout the study we highlight that the special education policy from Gaspar (SC) Municipal Education System is established based on the premise that education is the right of everyone regardless of their physical, sensory, intellectual or social condition.To this end we have made a historical journey prioritizing the last twenty years, highlighting the implementation of public inclusion policies and the influence of multilateral organizations in this process, through the agreements coming from several world events which Brazil has participated and became a signatory. The studies carried out so far, together with the elements obtained in the interviews, allow us to understand that school inclusion does not depend solely on legal documents and guidelines that guide the performance of education professionals, since the process of inclusion takes place through a historical path with a rupture of paradigms, a change of conceptions and above all the influence of political, economic and social factors. Thus it is hoped that this research can give rise to promising reflections and discussions regarding the public policies of inclusive education as well as the pedagogical practices directed to the public of special education, and beyond the subjective field, which can provoke transformations inside and outside the school space through those involved in the educational inclusion processes. 

BANKING MEMBERS:
Presidente - 1905263 - LIANE VIZZOTTO
Interno - 2253759 - ROGERIO SOUSA PIRES
Externa à Instituição - ROSALBA MARIA CARDOSO GARCIA - UFSC