Diversidade sócioeconômica e educação inclusiva
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Arquivos
Data
2015
Tipo de documento
Dissertação
Título da Revista
ISSN da Revista
Título de Volume
Área do conhecimento
Ciências Humanas
Modalidade de acesso
Acesso aberto
Editora
Autores
Modolon, Joice Rodrigues
Orientador
Aguiar, Letícia Carneiro
Coorientador
Resumo
A presente pesquisa em nível de mestrado teve como objetivo geral analisar os significados da educação inclusiva à luz da diversidade e como se configura no Ensino Superior da Faculdade de Tecnologia SENAC Tubarão, Região da AMUREL - Associação dos Municípios da Região de Laguna, sul do Estado de Santa Catarina, Brasil, com relação às questões socioeconômicas que sofrem interferências das categorias de gênero e das questões de cor ou raça. A pesquisa foi realizada com alunos matriculados no ano de 2014, nos cursos superiores de Tecnologia em Gestão de Recursos Humanos e Processos Gerenciais. Os dados foram coletados através de questionário misto, aplicado no mês de novembro de 2014. A educação inclusiva foi abordada no contexto da Constituição Federal do Brasil de 1988 e na Declaração de Salamanca à luz da diversidade. Salienta-se que a questão da inclusão vai para além das pessoas com algum tipo de deficiência, se os locais possuem acessibilidade e os meios de transportes são adaptáveis dentre outros. Mas, sim, incluir também, as pessoas identificadas por suas diferenças étnico-raciais, sexo, classe social e econômica entre outros. O termo educação inclusiva é abrangente e é preciso (re)pensar seus conceitos, pois ao mesmo tempo o indivíduo pode sentir-se incluído em um determinado grupo social e ser excluído de outro. Os estudos bibliográficos indicam que a Constituição Federal e a Declaração de Salamanca abordam a inclusão de pessoas com deficiências, tratando com menos ênfase as categorias pertencentes à diversidade étnico-racial, gênero, opção sexual, social, econômica, linguística entre outras. Vale ressaltar que os resultados obtidos sobre a Instituição estudada, abrangem a questão da educação inclusiva para pessoas com e sem deficiências, consequentemente, a Instituição apresenta indícios de práticas e políticas que contemplam a educação inclusiva à luz da diversidade.
The main purpose of this Master's thesis was to analyze the meaning of inclusive education in the light of diversity. It also sought to examine how higher education deals with socioeconomic differences, gender categories, and ethnic/race issues at the Faculty of Technology of the National Service of Commerce (SENAC), located in the city of Tubarão, which is part of the Association of Municipalities of the Laguna Region (AMUREL), state of Santa Catarina, Brazil. The survey was conducted on students enrolled in technology programs in Human-Resource Management and Business Processes, in 2014. The data collection process used a mixed questionnaire, administered in November 2014. Inclusive education was addressed within the context of Brazil¿s 1988 Federal Constitution and the Declaration of Salamanca in the light of diversity. Inclusion goes beyond the concept of people with disability, if the locations have accessibility, and if transport systems are adaptable. It encompasses people of different ethnicity/race, gender, social-economic class, among others. Inclusive education has a broad comprehensive meaning, and we need to (re)think its concept. That is why we used a diverse theoretical framework, because the individual may feel included in a particular social group and excluded from the other. The literature review has indicated that the Federal Constitution and the Declaration of Salamanca addressed primarily the inclusion of people with disabilities, and put less emphasis on categories such as ethnicity/race, gender, sexual orientation, and social, economic and linguistic differences. It should be noted that the results of this study refer to data on inclusive education of people with and without disabilities. The surveyed institution presented a slight indication of practices and policies related to inclusive education in cultural diversity settings.
The main purpose of this Master's thesis was to analyze the meaning of inclusive education in the light of diversity. It also sought to examine how higher education deals with socioeconomic differences, gender categories, and ethnic/race issues at the Faculty of Technology of the National Service of Commerce (SENAC), located in the city of Tubarão, which is part of the Association of Municipalities of the Laguna Region (AMUREL), state of Santa Catarina, Brazil. The survey was conducted on students enrolled in technology programs in Human-Resource Management and Business Processes, in 2014. The data collection process used a mixed questionnaire, administered in November 2014. Inclusive education was addressed within the context of Brazil¿s 1988 Federal Constitution and the Declaration of Salamanca in the light of diversity. Inclusion goes beyond the concept of people with disability, if the locations have accessibility, and if transport systems are adaptable. It encompasses people of different ethnicity/race, gender, social-economic class, among others. Inclusive education has a broad comprehensive meaning, and we need to (re)think its concept. That is why we used a diverse theoretical framework, because the individual may feel included in a particular social group and excluded from the other. The literature review has indicated that the Federal Constitution and the Declaration of Salamanca addressed primarily the inclusion of people with disabilities, and put less emphasis on categories such as ethnicity/race, gender, sexual orientation, and social, economic and linguistic differences. It should be noted that the results of this study refer to data on inclusive education of people with and without disabilities. The surveyed institution presented a slight indication of practices and policies related to inclusive education in cultural diversity settings.
Palavras-chave
Educação inclusiva, Inclusão escolar, Ensino superior