Banca de DEFESA: FLÁVIA LARYSSA GONZAGA RABELO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : FLÁVIA LARYSSA GONZAGA RABELO
DATE: 26/08/2021
TIME: 08:30
LOCAL: Webconferência
TITLE:

-

KEY WORDS:

School Inclusion. Family-School Relationship. Mothers.

PAGES: 107
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This study aimed to analyze the inclusion of children and adolescents with disabilities in school, evidencing factors involved in the relationships between mothers, children and adolescents with disabilities and the school. The study approach is defined as qualitative, and the oral history methodology was used. A semi-structured interview script was used with five mothers of children and adolescents with disabilities and the results were built using Bardin's Content Analysis (2011). The categories constructed in the exploration of the data were: a) the initial impact of the child with a disability on the mother's life; b) the inclusion of children and adolescents with disabilities in school. The results showed that the contexts in which the mothers are inserted and their personal experiences influenced the way each one perceived and reorganized their lives when discovering their child's disability, which did not always lead to negative aspects. About finding a school for her children, only one mother did not receive a refusal to register, but the act was common with other mothers and their children, which indicates the persistence of practices of exclusion of these people from regular school. Regarding the relationships established between children and adolescents with disabilities and the school, mothers are satisfied with the aspect of socialization, as their children managed to build good relationships with their peers. However, they demonstrated that they have a broad vision of inclusion, not reducing it to socialization, and assuming a position of monitoring and demanding the school regarding the development of their children's learning. The need for adaptations, individualized planning and a diagnostic assessment that identifies the gains and learning needs stood out among the demands of mothers. It was concluded that the situation of socioeconomic privilege and the high level of education of mothers may be related to greater political participation in the search for their children's rights, to the mobilization of social support networks to which they are part, and to active participation and demands in their children's schools.

BANKING MEMBERS:
Externa ao Programa - 1543230 - ELIANA COSTA GUERRA
Interna - 3144003 - GESSICA FABIELY FONSECA
Externa à Instituição - MARCIA TORRES NERI SOARES - UNEB
Externo à Instituição - MUNIQUE MASSARO - UFPB
Presidente - 1756133 - RITA DE CASSIA BARBOSA PAIVA MAGALHAES