Navegando por Autor "ANJOS, Hildete Pereira dos"

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Acesso aberto (Open Access)
A inclusão escolar do ponto de vista dos professores: o processo de constituição de um discurso
(Universidade Federal do Pará, 2009-04) ANJOS, Hildete Pereira dos; PEREIRA, Mirian Rosa; ANDRADE, Emmanuele Pereira de
This article analyses references to the inclusion of disabled students in the discourse of teachers from the public network, which were collected by means of non-structured interviews. These were then interpreted following the principles of discourse analysis and organized in three groups of meaning: basic conceptions, the place of oneself and the place of the other. Some kind of naturalization of the themes of disability and normality appear in the discourse. The speaker describes himself as part of the process of inclusion, even though he relates feelings of impotence, frustration and lack of preparation. This participation is limited to the classroom, and reveals certain passivity with relation to the failings of education. This differs from the world in which the teacher has a directing function (the classroom). The relations between government, parents, specialized care and pedagogical action seem to be fragmented. The facts which are indicated as unfavourable to inclusion are naturalized. This distinction between the pedagogical world and the rest strengthens a conception of inclusion as a finished product, naturalizing it and separating the process of inclusion from the relations between inclusion and exclusion.
Acesso aberto (Open Access)
Práticas pedagógicas e inclusão: a sobrevivência da integração nos processos inclusivos
(2013-06) ANJOS, Hildete Pereira dos; MELO, Luciana Barbosa de; SILVA, Kátia Regina da; RABELO, Lucélia Cardoso Cavalcante; ARAÚJO, Marcelo Almeida
This work presents an analysis of the inclusive process, revisiting the concepts of pedagogical practice and inclusion. With instruments from the fields of content analysis and discourse analysis, it analyses interviews with specialized care teachers, teachers in mainstream classrooms and managers. It describes inclusion as a concept whose network of meanings varies according to the interests involved, being conceived as a process that involves multiple agents and agencies and requires participation and as idealization, being defined a priori and to be incorporated uncritically. It points to the lack of knowledge of the specificities of learning and the potential of individuals and groups; the survival of the clinical model; the inclusion studies as an appendix of the training process; certain initiatives with more integrative than inclusive character. It intends to focus on the real school, through intervention and participatory research and to redo, from another angle, the issues already formatted on inclusive pedagogical practice.