Elisângela Leles Lamonier
AUTHOR: ELISÂNGELA LELES LAMONIER
TITLE: PROFESSIONAL FUTURE OF DISABLED PEOPLE WITH SPECIFIC EDUCATIONAL NEEDS PERSPECTIVES (PERSPECTIVAS DE FUTURO PROFISSIONAL DAS PESSOAS COM DEFICIÊNCIA E COM NECESSIDADES EDUCACIONAIS ESPECÍFICAS)
ADVISOR: Prof. Dr. Rosely Ribeiro Lima.
CONCENTRATION AREA: Education
RESEARCH LINE: Educational Policies, Management and Teacher Training.
DEFENSE DATE: 03/07/2018
ABSTRACT:
The inclusion of people with disabilities and other specific educational needs represents a major challenge for education. This paper intends to collaborate to break this educational paradigm seen as a challenge. The same is linked to the research line on Educational Policies, Management and Teacher Training, of the Education Postgraduate Program - PPGE, Federal University of Goiás/Jataí-GO Regional. The aim of this study is to understand the social representations of people with disabilities and other specific educational needs, from the Federal Institute of Education, Science and Technology Goiano - Iporá Campus, about their perspectives of professional future, as well as to identify and analyze the laws that support inclusive education, within the framework of educational public policies that safeguard their rights, both educational and professional. It presents as its starting point the questions: What are the educational public policies of inclusion that assure people with disabilities and with other specific educational needs in vocational training courses rights? What are the social representations of people with disabilities and other specific educational needs about their future career prospects? In order to answer them, the research will use the Theory of Social Representations - TRS, as a theoretical and methodological approach; also the knowledge built on these historical subjects, as well as bibliographic and documentary research that will support the analysis of reality regarding the research subjects. For data collection we used the semi-structured interview. The research starts from the need to understand that inclusive education is present in all educational institutions and needs observations of how it is happening and to understand if they contribute to the professional formation, creating perspectives of professional future in the subjects involved in the educational process. The study will be guided by the TRS, represented by Moscovici (1978, 1995, 2001, 2003), Jodelet (2001, 2007), among other authors who see in TRS a search for answers to social phenomena; and by the evidence of legislation that supports Inclusive Education in Brazil, such as: Federal Constitution - CF/88, Child and Adolescent Statute - ECA/90, Jomtien Convention (1990), Salamanca Declaration (1994), Guidelines Law and Bases of Education - LDB (1996), UN Convention on the Rights of Persons with Disabilities (2006), National Policy for Special Education in the Inclusive Perspective (2008), Brazilian Inclusion Law - LBI (2015), among many others. considered relevant to the research. From the analysis, it's concluded the research subjects value education, anchor their future perspectives on education and work, because of personal need, but mainly because of the valorization of their “me” that has been historically and socially excluded and marginalized. But even aware of their future prospects, they are aware of the difficulties they will face in entering the labor market and the challenges yet to come, mainly because it is not a natural process; on the contrary, the whole process that concerns these subjects has historically been marked by struggles and compulsion, as evidenced by the numerous laws that support their rights as citizens.
