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O processo de inclusão de alunos surdos na escola regular : um estudo de caso
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O presente estudo é um estudo de caso interpretativo, que assenta numa
metodologia de inspiração etnográfica e teve como objectivo conhecer o processo de
inclusão de alunos surdos profundos numa escola regular do ciclo do ensino básico,
ao longo de dois anos lectivos (2000/01 e 2001/02). Participaram no estudo, cinco
alunos surdos profundos e respectivos encarregados de educação, os seus professores do
ensino regular, os elementos da Unidade de apoio à educação de crianças e jovens
surdos, a presidente do Conselho Executivo, duas auxiliares de acção educativa e alguns
alunos ouvintes. Enquanto métodos de recolha de dados foram privilegiados a
observação participante, a entrevista semi-estruturada e a recolha documenta! . O caso
(processo de inclusão) foi sub-dividido em diferentes sub-unidades, tendo sido cada
sub-unidade analisada segundo uma abordagem indutiva-interpretativa. Num primeiro
momento procedeu-se à redução dos dados (fazendo-se emergir categorias de análise),
procurando posteriormente reconstrui-los num todo, por forma a atribuir novos sentidos
ao fenómeno estudado. A inclusão é um ideal político, filosófico e social a atingir, mas
no seu percurso intervêm inúmeros elementos que o transformam num processo
altamente complexo. Não só é de salientar diferentes visões que os diversos agentes
envolvidos na educação de surdos têm sobre este processo, que configuram práticas,
formas de estar e de se relacionar muito diversas, como também, no caso dos alunos
surdos, alguma ambiguidade da lei, que permite a existência de práticas que se afastam
dos ideias defendidos. O processo de inclusão que surge num ambiente de valorização
da diferença como meio de melhorar a qualidade da resposta educativa para aqueles
mais diferentes, acaba por originar experiências de aprendizagem muito diversas, que
em nada têm que ver com as características de cada aluno, e muito distintas dos
objectivos afirmados na lei - a melhoria das condições educativas dos alunos surdos e
dos seus resultados educativos, ou seja, a procura da equidade.
This is a case study, based on a methodology inspired by ethnography. This study aimed at knowing the inclusion process of five profoundly deaf students in a regular primary school, during two years (2000/01 and 2001/02). The participants of the study were: five profoundly deaf students and their parents, their regular school teachers, the different elements of the Deaf Student's Centre, the principal of the school and two school helpers. Different instruments were used to collect the data: naturalistic observation, written documents and in-depth interviews. For analysing the case (the process of inclusion), it was divided in several sub-units. Data analysis was conducted according to an inductive approach, according to which some categories of analyse emerged form the data, which were then reconstruct in a new whole. Inclusion is a political, philosophical and even a social ideal, but there are several elements that make it a very complex process. Not only each participant has different perspectives on this process, but also, in what regards deaf education, some ambiguities in the law facilitate the emergence of some practices opposed to the inclusion ideals. Inclusion is a project that seeks to improve the learning experiences of the most different students, but in this school it originated experiences not related to the unique needs and characteristics of each deaf student and it was detached from the goals stated in the law - to improve the educational conditions and experience of deaf students, achieving equity.
This is a case study, based on a methodology inspired by ethnography. This study aimed at knowing the inclusion process of five profoundly deaf students in a regular primary school, during two years (2000/01 and 2001/02). The participants of the study were: five profoundly deaf students and their parents, their regular school teachers, the different elements of the Deaf Student's Centre, the principal of the school and two school helpers. Different instruments were used to collect the data: naturalistic observation, written documents and in-depth interviews. For analysing the case (the process of inclusion), it was divided in several sub-units. Data analysis was conducted according to an inductive approach, according to which some categories of analyse emerged form the data, which were then reconstruct in a new whole. Inclusion is a political, philosophical and even a social ideal, but there are several elements that make it a very complex process. Not only each participant has different perspectives on this process, but also, in what regards deaf education, some ambiguities in the law facilitate the emergence of some practices opposed to the inclusion ideals. Inclusion is a project that seeks to improve the learning experiences of the most different students, but in this school it originated experiences not related to the unique needs and characteristics of each deaf student and it was detached from the goals stated in the law - to improve the educational conditions and experience of deaf students, achieving equity.
Descrição
Tese de doutoramento em Educação (Psicologia Educacional), apresentada à Universidade de Lisboa através da Faculdade de Ciências, 2006
Palavras-chave
Inclusão Necessidades educativas especiais Surdos Bilinguismo Teses de doutoramento - 2006