Inclusion school, multifunctional features room and curriculum/; weaving appoaches

• Grant number: 13/24371-8
• Support Opportunities: Scholarships in Brazil - Master
• Effective date (Start): July 01, 2014
• Effective date (End): June 30, 2016
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Rosângela Gavioli Prieto
• Grantee: Lisiane Fonseca Diogo Flóro
• Host Institution: Faculdade de Educação (FE). Universidade de São Paulo (USP). São Paulo , SP, Brazil

Abstract

The multifunctional resource rooms (MMR) is the designated service for development the specialized education attendance to provide assistance in a  complementary or supplementary nature, on double-shift, for students with disabilities, Pervasive Developmental Disorders (PDD) and High Abilities / Giftedness (HA/GD), enrolled in regular classes. Using theoretical curriculum referentials, which include the school as a space endowed with meaning, suffering cultural, social, political, ideological, methodological influences etc., in a dynamic process that runs through prescriptions dictated by the state, educational productions and relations of subjects (Young, 2008; LOPES, 2002; GIMENO SACRISTÁN, 2000; MOREIRA, 2000; Forquin 1993) is questioned: are there curriculum orientations to pedagogical work in SRM? Which are the interfaces between the curriculum of the regular class and the which is developed in SRM? Which knowledges are prioritized in this rooms? Thus, it was established as the objective of the research to investigate the curriculum guidelines for specialized educational services, in MRR, from the analysis of special education policy of São Paulo municipality. To fulfill this goal, the qualitative approach was the adopted option, using a set of interpretative techniques: survey and document analysis (national legislation, national and local curriculum frameworks, political-pedagogical projects and MRR lesson plans); semi-structured interviews with specialized teachers from MRR, of the municipal schools; and on-site observation of the same professional's practices, using a field notebook as a way of recording.

Academic Publications

(References retrieved automatically from State of São Paulo Research Institutions)

FLÓRO, Lisiane Fonseca Diogo. School inclusion, multi-functional features room and curriculum: weaving approaches. 2016. Master's Dissertation - Universidade de São Paulo (USP). Faculdade de Educação (FE/SBD) São Paulo.