Banca de DEFESA: PAULO SERGIO AVELINO DOS SANTOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : PAULO SERGIO AVELINO DOS SANTOS
DATE: 30/08/2024
TIME: 15:00
LOCAL: Auditório do Instituto de Educação
TITLE:

A look at the inclusion of children with disabilities based on the relationship between physical education and Early Childhood Education in the municipality of Itaguaí.

KEY WORDS:

Early Childhood Education, Inclusive Education, Physical Education.

PAGES: 120
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

In order to understand the relationship between physical education and the inclusion of children with disabilities in the context of early childhood education, this dissertation conducted two qualitative approaches divided into two chapters. In Chapter I, we conducted an integrative literature review, examining studies on physical education and the inclusion of children with disabilities in early childhood education in order to understand how the literature has conceptualized the pedagogical work of the body and movement dimension of children with disabilities in the 21st century. In Chapter II, we analyzed two documents from the municipality of Itaguaí: the "Guidelines for Special and Inclusive Education of the Municipality of Itaguaí, within the Municipal Education Network" and the "Curricular Framework of Itaguaí," aiming to analyze how Physical Education is understood in the context of Inclusion in Early Childhood Education in the municipality of Itaguaí, identifying possible political gaps and pointing out strategies for its evolution. The results indicate that elements of children's culture, such as play, games, and ludicity, combined with teacher mediation, are positive pathways for the inclusion of children with disabilities. Additionally, the collaborative relationship between school and university has emerged as a strategy to address the challenges of initial and ongoing teacher training. The results also suggest that the analyzed municipal documents present guidelines on the axes that should guide teachers' pedagogical practices, as well as the principles and rights of children with disabilities, however, they have some gaps, such as the curricular organization based on a logic directed at elementary school children, as well as the lack of details on strategies for the implementation of guidelines for special and inclusive education.

COMMITTEE MEMBERS:
Presidente - 1690441 - RODRIGO LEMA DEL RIO MARTINS
Externo à Instituição - ANDRÉ DA SILVA MELLO - UFES
Externa à Instituição - JOANNA DE ÂNGELIS LIMA ROBERTO - SME