Browsing by Author "CORTÊS, Bianca"

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    Avaliação e Gestão
    (Fundação de Ensino Octávio Bastos, 2023-09-30) CORTÊS, Bianca; FERREIRA,Ingridy Karoline Nogueira
    An existing contradiction in Brazilian education is related to the way students learn and are assessed. They are classified according to their performance, grades and presence in classes, however, it is believed that learning is situational, that is, it will be easier for the student to use the school's resources if the environment helps them. Therefore, the most logical thing is to provide resources according to requirements. These demands will depend on the student's capacity, but also on their motivation. Despite investments and incentives, learning data obtained through evaluations shows results that are not consistent with government efforts and investments made in the area. In addition to repetition and dropout, we have the problem of student distortion by age, that is, students who are out of age range. Between the ages of 15 and 17, although 82% are in school, only 46% attend the correct grade.
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    Literatura e Formação
    (Fundação de Ensino Octávio Bastos, 2023-06-30) CORTÊS, Bianca
    The National Education Plan (PNE) 2014–2024 seeks, predominantly in its Goal 4, to universalize school attendance for students with disabilities, global developmental disorders and high abilities or giftedness, preferably in the regular education network. The results of the Goal revealed, in different age groups, discrepancies in the access and rate of schooling, literacy and illiteracy between the population with and without disabilities. The observed differences are accentuated in the population with intellectual and motor disabilities. Such data corroborate the need to rebuild the school educational model for the effective inclusion of people with disabilities. Special education from the perspective of inclusion conceives the school space as an environment for carrying out proposals in the light of equality, in which everyone has the right to learn assured, considering the specificities of the subjects, designing adequate services for motor, visual needs , linguistic and cognitive skills of students enrolled in regular schools.