Pedagogia 1º Trimestre 2024
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Item Inclusão e Libras(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) FERNANDES, Patricia Pereira; SALA, Patrícia VasconcellosIn the school environment, the right to learn is directly linked to inclusive education, which seeks to ensure equal opportunities for all, regardless of their differences. Each student is unique, with specific needs, so it is essential to offer support, resources and adaptations so that everyone can actively participate in learning activities. Inclusion recognizes diversity as something positive and essential, promoting a welcoming and equitable environment for all students.Item Inclusão e Libras(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) ANDRADE, Roberta Cristina de; SALA, Patrícia VasconcellosEvery student has the fundamental right to receive a quality education that welcomes and values them as individuals regardless of their differences or specificities. When we address inclusive education in the school environment, the main objective is to achieve the right to learn for all students, not only to attend school, but to access an adapted curriculum, with inclusive teaching methodologies, and support resources in an environment that promotes equal opportunities for all students, promoting not only integration but inclusion.Item Inclusão e Libras(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) GONÇALVES, Mirian Barbosa; SALA, Patrícia VasconcellosUnder the law, children have this right, and we seek to improve the school environment every day to welcome each child, regardless of the issue presented. However, there is still a long way to go, both in terms of professional qualifications and in terms of family acceptance. Nowadays, children are included in schools, but not all of them are included. Inclusive practices are a daily and collective process. Today, schools receive children and direct them to the classroom, but there is not always a support teacher. The teacher responsible for the class is not prepared to handle the situation. What should be a benefit for the child becomes traumatic. There is a deficiency in the education system, with a lack of knowledge, professional qualifications, resources, and empathy for the topic being addressed.Item Inclusão e Libras(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) PINHEIRO, Juliane da Costa; SALA, Patrícia VasconcellosInclusive education and special education are different concepts. Inclusive education aims to create an environment that promotes equality and opportunities for all, regardless of physical, intellectual or other disabilities. Special education promotes the development of the skills of people with disabilities enrolled in the regular education system, from early childhood education to higher education. Special education teachers need to be trained to meet the needs of each student.Item Inclusão e Libras(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) MAFRA, Carla Cissa; SALA, Patrícia VasconcellosLooking at it from a broader perspective, we can understand that even though it is implicit in the constitution that every citizen has the right to education, the same does not happen in practice. Since Brazil is such a large country and therefore full of inequalities of various genders, inclusion ends up not being placed as a priority, which becomes yet another factor that increases inequality. The inclusion of a child with some singularity, be it physical, mental or even resulting from a chronic illness, is an important and indispensable part of their education process. Since the entire course of this child's life will be based on what was learned in the first years of life. Educators, as well as family members, have the mission of making the child's life as easy as possible, even in the face of their difficulties. Therefore, one way to equalize this current situation would be to provide ongoing education for professionals through courses with an approach focused on inclusion, and after that, these professionals can promote events where they can teach students without disabilities how such disabilities work and how to live with them in everyday life, thus making the school a more harmonious and consequently more inclusive environment.Item Inclusão e Libras(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) JOSE, Bianca Garcia Vitor; SALA, Patrícia VasconcellosEveryone has the right to be and learn in schools, and all students have the right to whenever there is a need for some differentiation to ensure participation in learning. We need to propose different, diversified and potentially appropriate pedagogical strategies to work with an unequal group, but at the same time differentiate terms and challenges whenever necessary to ensure equality in the schooling process. Working on this inclusive pedagogy requires not only trained teachers, but also planning, material resources, joint work between schools and families, and an inclusive school culture inside and outside the classroom. Transformation occurs through small actions that occur simultaneously and trigger changes in the practices and organization of education systems, and in educational culture. Some actions can help schools overcome the challenges of school inclusion. Promoting school inclusion campaigns would be one of them. Clarification and effective communication are ways to combat possible negative impacts on the inclusion process. Another way is to understand the needs of each student. A multidisciplinary team for monitoring, for example, will help the school to understand individual needs and provide effective work.Item Inclusão e Libras(Fundação de Ensino Octávio Bastos, 2024-04-30) VITORIANO, Cícera Maria Chaves; SALA, Patrícia VasconcellosAn environment that is necessary for achieving equality and the right to learn is one that is focused on inclusive education. A school space that is oriented towards promoting equality and equity must ensure the right to learn, respecting the specificities of individuals and valuing their potential, in order to design services that are appropriate for the motor, visual, linguistic and cognitive needs of students enrolled in regular schools. From this perspective, the school must guarantee the right to architectural accessibility, the work of teachers must be collaborative and explore the unique and adaptive function of the school curriculum. Coexistence among students must be promoted through pedagogical activities that encourage respect and recognition of diversity.Item Inclusão e Libras(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) SILVA, Lidiana Rodrigues da; SALA, Patrícia VasconcellosThe Brazilian Constitution of 1988 guaranteed all Brazilians, and children in particular, the right to access and remain in school, from Basic Education to Higher Education. With the recognition of this right, the first step was taken on the path to educational inclusion. Since then, school has not been the same; that homogenizing space where only children considered “normal” were seen and served should, in theory, cease to exist. This proposal has been gaining ground as the discourse of inclusion and diversity has been disseminated, and a desire has emerged in society for the construction of a new school: open to diversity and fully capable of reflecting it in all its constituent instances. Thus, school inclusion goes beyond the mere insertion of students with disabilities into regular school systems; it is a process that must also take into account the cultural diversity in which these individuals are inserted and how this, in turn, is revealed in school. However, does the school space open up paths to include all existing differences? To contribute to the construction of inclusive education, it is crucial to change pedagogical practices, focusing on contextualized learning that enhances student development.Item Inclusão e Libras(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) VARGAS, Camila Vogt Zanelli; SALA, Patrícia VasconcellosThe right to learning is deeply linked to inclusive education, since it is based on the proposal to provide equal opportunities for learning to everyone without distinction. Inclusive education seeks to ensure quality access to learning in the classroom for all students, taking into account their needs and particularities, thus guaranteeing equal opportunities for all. Thus, the relationship between the right to learn and inclusive education is based on the principle that every citizen has the right to access quality education, since this right is guaranteed by law. Therefore, it is the duty of the government to ensure that it is fulfilled, considering the student and their right to equal education. To guarantee quality education in inclusion, it is necessary to adopt some practices to implement an educational project based on the principles of school inclusion. Examples include adapting the school environment to ensure access for everyone and providing inclusive pedagogical practices, enabling the active participation of all students, without exclusion.Item Inclusão e Libras(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) MENDES, Maria Cristina Silva; SALA, Patrícia VasconcellosThe right to learn is fundamental to ensuring equal opportunities in education, and inclusive education aims to promote access and participation for all students, regardless of their specific characteristics or needs. Therefore, the relationship between the right to learn and inclusive education is intrinsic and interdependent. Inclusive education recognizes the diversity of students and seeks to eliminate barriers that may impede their full academic and social development, including not only students with disabilities, but also those from different ethnic, cultural, socioeconomic backgrounds and with diverse learning styles. Inclusive education promotes respect for the individuality of each student and values their unique contributions to the school environment.Item Inclusão e Libras(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) DOMINGOS, Carolini Cristini Barbosa; SALA, Patrícia VasconcellosInclusive education ensures equality for all students, regardless of their needs. This issue is extremely important for the world of education, as inclusive education recognizes that diversity is a reality present in all classrooms and that differences should not be a reason for exclusion or discrimination. Each student has their own individuality, different abilities and interests. Therefore, the right to learn is for everyone, and it is essential to provide support and resources so that all students have access to the school curriculum, thus participating in learning activities and receiving adequate support in their difficulties.Item Inclusão e Libras(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) TAPI, Rafaela; SALA, Patrícia VasconcellosThe right to learn and inclusive education are interconnected, as they both promote equal access to education, respect diversity, meet the individual needs of students, and combat exclusion and discrimination in the educational environment. Both concepts work together to create an inclusive, equitable, and enriching school environment for all students, regardless of their personal characteristics.Item Inclusão e Libras(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) CIPRIANO, Isabel Cristina da Silva; SALA, Patrícia VasconcellosIn Brazil, children have the right to attend a regular school, which is protected by law. However, children with special needs have had this right violated for a long time. Inclusive education aims to correct and assist in the development of these children. The right to learn must be respected by everyone in the school environment, but there is a need to have strategies to ensure that the school environment becomes welcoming and conducive to the development of all children with or without special needs. Teachers need to be prepared to deal with differences and encourage tolerance and solidarity. School projects must include activities that everyone can participate in and develop. It is concluded that laws and decrees are not enough for inclusion to happen; there must be pedagogical strategies that encompass all children.Item Inclusão e Libras(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) CARELLI, Maria Eduarda Lotito; SALA, Patrícia VasconcellosIn schools, the right to learn and inclusive education go hand in hand, because everyone should have the chance to learn, no matter who they are. Inclusive education adapts things to help each student learn better, making the school a place where everyone feels welcome and can grow together, and fosters a more enriching and welcoming learning environment for all members of the school community. When schools are inclusive, everyone can learn and thrive, and that’s a fact!Item Inclusão e Libras(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) TEIXEIRA, Fabiana Cássia da Silva; SALA, Patrícia VasconcellosThe relationship between the right to learn and inclusive education is guaranteed by law, ensuring that people with disabilities enjoy all the rights provided for in the constitution. It is a crime to “refuse, suspend, procrastinate, cancel or terminate the enrollment of people with disabilities. The pedagogy of diversity is essential to avoid discrimination and ensure the school inclusion of students with disabilities.Item Inclusão e Libras(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) FRANCISCO, Catia Daniela Fonseca; SALA, Patrícia VasconcellosInclusive education is part of our daily lives, so we must pay more attention to our students and find ways to help them be included in the school environment. Training teachers in Libras is very important for the inclusion of many of these students, since some use this language as their L1. Training classes would also be welcome, as they would make coexistence much easier. Flexible environments would also be a good option for their inclusion, since some students with special abilities sometimes need their own space to learn better. New concepts of inclusive education must be implemented in our school curriculum, as the Salamanca Declaration (1994) states, "Every child has a fundamental right to education and should be given the opportunity to achieve and maintain an adequate level of learning. To improve these conditions, we can implement some forms of improvements in school education. For example, the implementation of ongoing training for educators. Through this new knowledge, teachers can implement more inclusive teaching strategies in the classroom. In addition, it is important to provide teaching materials in an easy-to-understand format for these students, such as digital versions of the content and audios of the books, so that learning is more effective regardless of the physical or intellectual condition of this student.Item Inclusão e Libras(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) CARNIER, Anielle Querobim Miranda; SALA, Patrícia VasconcellosAccording to our constitution, everyone has the right to learn and to be included in the school environment. School inclusion is a procedure that aims to integrate and maintain the stability of students with special educational needs in the school environment. It is important to emphasize that these needs are related to associated disabilities, physical, intellectual, social, emotional and sensory conditions. Training for Teachers and Educators. Teachers trained to deal with school inclusion play a crucial role in building inclusive and respectful educational environments. Their relevance goes beyond teaching academic subjects; they are responsible for creating safe and pleasant spaces for all students, regardless of the student's needs. In addition to grouping students according to gender, there are other ways to divide them into classes, for example, by drawing lots or even using alphabetical order. And specific support for parents or guardians who have children with some specific need. I believe that it is still necessary to talk a lot and raise awareness about inclusion. because although it seems to be a much talked about topic nowadays, there are still people who look askance or differently at a person with specific needs.Item Inclusão e Libras(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) VARGAS, Fabio Ronan Tavares; SALA, Patrícia VasconcellosInclusion in the classroom has been a much-discussed topic over the years. There are several international treaties, such as the Salamanca Treaty of 1994, the Charter for the Third Millennium, and the federal constitution itself, which guarantee education for all. However, we still easily come across several “barriers” that prevent quality inclusion. It is necessary to work with a perspective focused on respect and values so that we can break the chain of discrimination, thus creating a more just and egalitarian society, where everyone has equivalent rights and duties. In order to have quality inclusive education, some adjustments are necessary, both in the structure, to improve accessibility for students, and in the curriculum taught by the school institution.Item Inclusão e Libras(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) LIMA, Ana Luiza Pereira de; SALA, Patrícia VasconcellosIn practice, the relationship between the right to learn and inclusive education involves ensuring that all children, regardless of their needs or socioeconomic conditions, have access to a quality education that enables them to develop their full potential and participate actively in society. This requires the adoption of flexible pedagogical practices, the use of appropriate resources and support, as well as the promotion of an inclusive school culture that values diversity and promotes respectful coexistence among all students.Item Inclusão e Libras(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) GOMES, Paloma C. Pancieri Ambrósio; SALA, Patrícia VasconcellosFor a long time, special needs students were excluded from social life, and were referred to as “APAE students”, but they are currently included in all levels of regular education. All should receive the same education, following the proposals of the human rights charter and social policies that promote citizenship and democracy. They are recognized by law as people with rights, that is, they have the same rights as a person without disabilities. All are treated equally, but each one has their needs and particularities met individually, so that they find themselves in the same equal conditions.