Banca de DEFESA: SHEILA VENANCIA DA SILVA VIEIRA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : SHEILA VENANCIA DA SILVA VIEIRA
DATE: 28/02/2024
TIME: 09:00
LOCAL: IM
TITLE:

The place of multiple disabilities in inclusive curricular policies in Early Childhood Education

KEY WORDS:

Multiple Disabilities; Cognitive Accessibility; Curricular Policies; Inclusive Education; Congenital Zika Virus Syndrome (CZVS)

PAGES: 208
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Especial
SUMMARY:

Curriculum. The thesis entitled "The place of multiple disabilities in inclusive curriculum policies in Early Childhood Education" proposes an investigation into curriculum policies aimed at students with multiple disabilities, with a special focus on those affected by Congenital Zika Virus Syndrome (CZVS) in dialogue with Goodson (2001), Young (2007), and Diniz (2007). The general objective was to analyze interpretations of curriculum policy in the context of local textual production influenced by the global sphere (BNCC) in actions aimed at students with multiple disabilities due to CZVS enrolled in Early Childhood Education classes in a municipal network in Baixada Fluminense. The research adopts a qualitative approach with an ethnographic cut, using Ball, Maguire, and Braun's (2016) Theory of Action as a theoretical reference to understand contextual dynamics in the studied educational network. The research emphasizes the importance of local curriculum policies committed to inclusion, given the invisibility of children with disabilities in the BNCC. The role of school curriculum is highlighted as a tool in promoting transformative learning and ensuring the right to inclusion, taking into account the diverse individual realities of each child. The results highlight the fragility of BNCC guidelines regarding Special Education, particularly for children with multiple disabilities in early childhood, contributing to processes of exclusion and educational inequalities. There is an urgent need for an intersectoral approach as a driver of inclusive processes, recognizing the change in the conception of disability as a result of social interactions in different contexts. Cognitive accessibility and inclusive Early Childhood Education are advocated as fundamental elements for the full development of all children, respecting diversity and plurality as fundamental principles of inclusive education.

COMMITTEE MEMBERS:
Presidente - 1639282 - MARCIA DENISE PLETSCH
Interno - 2572431 - ALLAN ROCHA DAMASCENO
Externa ao Programa - 1270962 - MARIANA CORREA PITANGA DE OLIVEIRA - UFRRJExterna à Instituição - Geovana Mendonça Lunardi Mendes
Externo à Instituição - REGINA CÉLIA LINHARES HOSTINS - UVI