Programa de Pós-Graduação em Educação Inclusiva - PROFEI

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Navegando Programa de Pós-Graduação em Educação Inclusiva - PROFEI por Assunto "Assentamento de trabalhadores rurais sem terra"

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    A educação especial na perspectiva da educação inclusiva: um estudo no assentamento Pontal do Tigre no estado do Paraná
    (Universidade Estadual do Paraná, 2024-10-29) Silva, Neide Batista Moreira; Ansay, Noemi Nascimento; https://lattes.cnpq.br/2522951277654216; https://lattes.cnpq.br/7895408731045120; Ansay, Noemi Nascimento; https://lattes.cnpq.br/2522951277654216; Nozu, Washington Cesar Shoiti; https://lattes.cnpq.br/4755838697434676; Novak, Maria Simone Jacomini; https://lattes.cnpq.br/8950601840578036
    This research was conducted as part of the Professional Master's Degree in Inclusive Education – PROFEI, at the State University of Paraná. The theme was justified by the importance of understanding the legal and historical aspects that guide Special Education from the Perspective of Inclusive Education (Brazil, 2008) in a school for landless rural workers through official documents that guarantee the right to include students with disabilities in the regular education system. The overall objective of the study was to analyze the extent to which the National Policy on Special Education from the Perspective of Inclusive Education (Brazil, 2008) is being implemented in practice at the Municipal Peasant School Chico Mendes, located in the Pontal do Tigre Settlement, in the Municipality of Querência do Norte in the State of Paraná. For data collection, the following methodologies were chosen: a) bibliographic, as it allows access to theoretical references and selected academic productions from the databases of the Digital Library of Theses, articles, dissertations, and personal collections; b) documentary, which enables the identification of official documents at the national, state, and municipal levels that regulate special, inclusive, and peasant education, as well as the school’s political-pedagogical project; c) field research using an online questionnaire through a research management application on Google Forms. The participants in the research were ten tenured teachers from the Municipal Education Network of Querência do Norte who work at the Municipal Peasant School Chico Mendes and support students with disabilities. It is noteworthy that the research project was approved by the Ethics Committee of Unespar, Opinion No. 6.321.226, on September 25, 2023. The responses to the questionnaires were categorized based on the theoretical assumptions of Minayo (2003) and Bardin (2016), through content analysis. Regarding the training and work experience of the teachers at the Municipal Peasant School Chico Mendes, it was found that the school’s faculty is well-prepared and there is a concern for ongoing professional development. The research results demonstrate that all the teachers at the school hold specializations in Special Education, Psychopedagogy, or Rural Education, and participate in continuous training with significant professional experience. Specialized support is provided in the Multifunctional Resource Room, conducted by a specialist teacher in Special Education.The pedagogical practices developed at the school aim at inclusion and necessary adaptations to accommodate all students with disabilities, ensuring their full development. In this perspective and in fulfillment of the objectives of this research, an E-book is presented with content that seeks to gather information that can contribute to the work of teachers in settlement schools, emphasizing inclusive education.