Banca de QUALIFICAÇÃO: Sheila Venancia da Silva Vieira

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : Sheila Venancia da Silva Vieira
DATE: 31/10/2022
TIME: 15:00
LOCAL: IM
TITLE:

THE PLACE OF MULTIPLE DISABILITY IN INCLUSIVE CURRICULAR POLICIES AND PRACTICES IN CHILD EDUCATION

KEY WORDS:

Inclusive Education. Child education. Cognitive justice. Congenital Zika Virus Syndrome (SCZV). Common national curriculum base. Special education

PAGES: 109
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Especial
SUMMARY:

This thesis analyzes the Brazilian curriculum structure and the implications caused by the implementation of the National Common Curricular Base (BRASIL, 2017), in its political and propositional dimensions of inclusive local educational projects. Our general objective is to analyze the interpretations in the context of the representative textual production of the local curriculum policy under the context of the influence of the common national curriculum base aimed at children with multiple disabilities resulting from the Zika virus infection enrolled in early childhood education in the municipal public education network of Duque de Caxias/RJ. Therefore, we carried out a qualitative research with an ethnographic approach, adopting procedures such as participant observation, document analysis, interviews, among others, to achieve the objectives of the study. The theoretical framework that we adopted is guided by the socio-interactionist approach developed by Vygotsky and the learning of children with disabilities, the environment in which they are inserted and what they learn from the other. For data analysis, the policy cycle approach was adopted (BALL, 1994) for its ability to highlight the interrelation of the contexts that produce the school curriculum in the territories. Our field of study involves the curriculum restructuring process, which started in 2019, in the municipality of Duque de Caxias. We chose this field in continuity with the actions of the project “Research and intersectoral actions between education and health in the promotion of schooling and development of children with congenital zika virus syndrome in Baixada Fluminense”, approved by the Ethics Committee of UFRRJ, Protocol N° 135 /2021, process number 23083.031153/2019-40. We are moved by the question of how much a common national base is capable of promoting curricular justice to students with multiple disabilities as a result of SCZV. Despite the approximation of national curriculum guidelines with mechanisms of control and regulation of educational policies, the in-between place of children with sequelae caused by SCZV, a public covered by issues of multiple disabilities, remains invisibility. The national curriculum perspective should be closely linked to cognitive and social justice in terms of its commitment to human rights education and a reorientation towards diversity.

COMMITTEE MEMBERS:
Presidente - 1639282 - MARCIA DENISE PLETSCH
Externo à Instituição - REGINA CÉLIA LINHARES HOSTINS - UVI
Externa à Instituição - FLAVIA FAISSAL DE SOUZA - UERJ