Loading...
Publication
Uma sala exclusiva : os primeiros passos para a construção de um Campus Inclusivo no IFB – Campus Taguatinga Centro
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.23 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Esta pesquisa apresenta as ações desenvolvidas para promover a inclusão de pessoas com
deficiência visual no Campus Taguatinga Centro do Instituto Federal de Brasília a partir da
implementação de um curso de Formação Inicial e Continuada (FIC) intitulado “Inglês para
Deficientes Visuais”. Este curso foi ofertado, exclusivamente, para pessoas cegas ou com
baixa visão e durante os três semestres letivos em que o curso ocorreu, procurou-se realizar
ações baseadas nos princípios da educação inclusiva para permitir a quebra de barreiras
arquitetônicas e atitudinais, a conscientização e a sensibilização da comunidade escolar em
relação à deficiência visual e o desenvolvimento de práticas pedagógicas inclusivas. Sob a
perspectiva dos estudantes participantes deste curso, procuramos analisar neste estudo, quais
foram as suas percepções em relação às ações desenvolvidas no Campus no processo de
acesso, permanência e conclusão, bem como em relação ao papel do curso na promoção da
inclusão social e escolar. Para esta investigação, apoiamo-nos em uma abordagem qualitativa,
centrada em um estudo de caso. A partir da análise de conteúdo da entrevista semiestruturada,
que aplicamos aos estudantes envolvidos, procuramos interpretar as informações atribuídas à
representação do curso, às ações desenvolvidas e ao processo de inclusão desencadeado no
Campus com a proposição da formação ofertada. Com isso, concluímos que o curso Inglês
para Deficientes Visuais consistiu em uma estratégia de intervenção socioeducativa, pois
contribuiu para capacitar e conscientizar a comunidade escolar a aceitar a diversidade pela
interação e troca de experiências, e para promover a inclusão social e escolar dos estudantes
com deficiência visual que participaram dessa proposta. Com base no estudo desenvolvido,
destacamos ainda que o caminho percorrido para tornar o Campus Taguatinga Centro em uma
instituição inclusiva aponta para a necessidade de continuidade do processo da quebra de
barreiras atitudinais, arquitetônicas, comunicacionais e metodológicas, o qual ocorrerá com a
criação de mecanismos capazes de garantir não apenas o acesso, mas também a permanência
de estudantes com deficiência na escola. A pesquisa também revela que a formação iniciada e
continuada de profissionais da educação na perspectiva da educação inclusiva é um fator
imprescindível para possibilitar o sucesso no processo de ensino aprendizagem dos estudantes
com diferentes deficiências no Campus desde o seu ingresso no curso até a sua conclusão e
entrada no mundo do trabalho.
This research presents the actions developed to promote the inclusion of people with visual impairment on Campus Taguatinga Centro of the Federal Institute of Brasilia (IFB) from the implementation of an Initial and Continuing Education course (FIC) entitled "English for People with Visual Impairment". This course was offered only for people with blindness or low vision and during the three semesters in which the course is occurred, we tried to accomplish actions based on the principles of inclusive education to allow the breaking of architectural and attitudinal barriers, awareness and sensitization the school community in relation to visual impairment and the development of inclusive educational practices. From the point of view of the students who participate in this course, we sought to analyze in this study which were their perceptions regarding the actions settled at the Campus in the process of access, permanence and conclusion and also related on the role of the course in promoting school and social inclusion. For this research, we are supported by a qualitative approach, focused on a case study. From the content analysis of a semistructured interview that we applied to students involved, we interpreted the information assigned to the representation of the course, the taken actions and the inclusion process implemented on Campus with the proposition of this course. Thus, we conclude that this English course for people with visual impairment consisted of a socio-educational intervention strategy because it helped to enable and educate the school community to accept diversity through interaction and exchange of experiences, and to promote social and educational inclusion of students with visual disabilities who participated of that proposal. Based on the study developed, we also highlight that the path to make the Campus Taguatinga Centro in an inclusive institution points to the necessity in continuing of the process of breaking attitudinal, architectural, communicational and methodological barriers, which occur with the creation of mechanisms to ensure not only access, but also the permanence of students with disabilities in the school. This survey also reveals that begun and continued training of school professionals in the inclusive education perspective is an essential factor to enable success in the teaching learning process of students with different disabilities on Campus since their admission to the course to conclusion and entry in the world of work.
This research presents the actions developed to promote the inclusion of people with visual impairment on Campus Taguatinga Centro of the Federal Institute of Brasilia (IFB) from the implementation of an Initial and Continuing Education course (FIC) entitled "English for People with Visual Impairment". This course was offered only for people with blindness or low vision and during the three semesters in which the course is occurred, we tried to accomplish actions based on the principles of inclusive education to allow the breaking of architectural and attitudinal barriers, awareness and sensitization the school community in relation to visual impairment and the development of inclusive educational practices. From the point of view of the students who participate in this course, we sought to analyze in this study which were their perceptions regarding the actions settled at the Campus in the process of access, permanence and conclusion and also related on the role of the course in promoting school and social inclusion. For this research, we are supported by a qualitative approach, focused on a case study. From the content analysis of a semistructured interview that we applied to students involved, we interpreted the information assigned to the representation of the course, the taken actions and the inclusion process implemented on Campus with the proposition of this course. Thus, we conclude that this English course for people with visual impairment consisted of a socio-educational intervention strategy because it helped to enable and educate the school community to accept diversity through interaction and exchange of experiences, and to promote social and educational inclusion of students with visual disabilities who participated of that proposal. Based on the study developed, we also highlight that the path to make the Campus Taguatinga Centro in an inclusive institution points to the necessity in continuing of the process of breaking attitudinal, architectural, communicational and methodological barriers, which occur with the creation of mechanisms to ensure not only access, but also the permanence of students with disabilities in the school. This survey also reveals that begun and continued training of school professionals in the inclusive education perspective is an essential factor to enable success in the teaching learning process of students with different disabilities on Campus since their admission to the course to conclusion and entry in the world of work.
Description
Dissertação apresentada para obtenção a grau de mestre na área de Educação Social e Intervenção Comunitária
Keywords
deficiência visual inclusão social e escolar educação inclusiva. visual impairment school and social inclusion inclusive education