2013-08-052013-08-052013-03-25MESQUITA, Amélia Maria Araújo. Os elementos de inclusividade na prática curricular de uma professora: uma análise a partir da cultura escolar. 2013. 173 f. Tese (Doutorado) - Universidade Federal do Pará, Instituto de Ciências da Educação, Belém, 2013. Programa de Pós-Graduação em Educação.https://repositorio.ufpa.br/handle/2011/4058This thesis aimed to analyse the argument of the school community of the Pará School on the nomination of the practice of a teacher as inclusive, searching from this point identify the elements of inclusion present in a practice with strong feature of traditional education. It worth to say, that the expression curricular practices with elements of inclusion, understands the inclusion as a thing that is materialized in state, situation or quantity. Therefore, the inclusion as noun (inclusion) applied to the term curricular practices comes from an adjective dimension, this way, it reveals materiality. This movement is necessary because the practice indicated as inclusive presented strong characteristic of what the literature of inclusion calls excluding or failed inclusion. At this point emerged the following problem: Why a practice that can be considered non inclusive in the literature of inclusion is recognized as inclusive by the school community of Pará School? This problem was unfold on the following lead questions: 1) What elements of inclusion compose/ change the objectified culture of the school materialized in the curricular practice of the teacher L? 2) What curricular practices are considered inclusive by the school community of Pará School? 3) What influence does the school culture has in what is underlying the idea of inclusion understood by the school community of Pará School? The research was developed in a qualitative approach through a study of case, using as data collect technique the observation, the semi structured interview (applied to two responsible for the handicapped students, a teacher and a pedagogue who works at the multifunctional resources room, a pedagogic coordinator and the teacher pointed by the school community) and as complement a documental analysis. The data revealed among other things the expectation that the school community of Pará School has about the educational inclusion of the handicapped students, turning evident that this one is settled in the possibilities of participation in the school activities that occur in different spaces and time, in the acknowledgement of the handicapped student “only” as a student, in the appropriation of knowledge properly from school and in the use of determinate and typical school workmanship. It was from these aspects and of the understanding that practice is objectified culture that school culture appeared as a central category for the analysis of the elements of inclusion present in the practice of the teacher subject of the research. From the present argument, was developed the thesis that the inclusive curricular practice for the school community of Pará School is the one that enables the handicapped student to participate/produce and appropriate itself of the school culture, as an own school culture.porAcesso AbertoInclusão escolarEducação especialEducação inclusivaFormação de professoresCurrículoPrática de ensinoBelém - PAPará - EstadoAmazônia brasileiraTeseCNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIALCNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO