Centro de atendimento educacional especializado e escola de educação infantil: o que dizem as crianças desse entrelugar
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Date
2011-12-05
Authors
Pereira, Izaionara Cosmea Jadjesky
Journal Title
Journal ISSN
Volume Title
Publisher
Universidade Federal do Espírito Santo
Abstract
This paper seeks to examine how special needs children experience and how they
understand things in the no-where established nowadays through their enrollment
in a Center City Children Education (CMEI) and specialized educational
services in a Specialized Educational Service Center (CAEE) in a different shift.
To this end, the study was conducted in two institutions: a CAEE, which is a
philanthropic institution, serving only special needs people, and a CMEI, which
serves children up to 6 years old, both located in Vitória / ES. We observed
two children: a blind boy and a girl with intellectual problems who attended the
classroom of the group V and 1st year at CMEI and received specialized educational
services at CAEE and observed their teachers in these two spaces. We focused the
research on a place where special needs children were the main characters. The
methodologycal paradigm was the qualitative methodology of ethnographic
research, based on studies of researchers in the field of special education /
inclusion that supports the socio-historical approach.
Authors like the Russians Levi S. Vygotsky (1896-1934) and Mikhail Bakhtin (1895-
1975) underline our reflexions and data analysis. Thus, studies of historical and
cultural approach of Vygotsky and his contributions have helped us in analyzing the
constitution of the childhood experiences that in the no-where in
the two institutions. His approach was fundamental to understanding the
importance of the role of other´s interactions. To understand the meanings carried
by the language, we turn to Bakhtin, which enables us to understand how we
assimilate the words of others, then transforming those words into ours, that is, we
saw the creative ability to give meaning to the words uttered by the other
who constitute ourselves. This study enables us to bring the voices of special needs
children giving visibility to what they think about the two institutions attended. It also
enables us to understand, based on our analysis, the implications of the no-where for
the constitution of subjectivities of these children in order to discuss the responsibility
of mediations ocurred in these places and see, supported on the Geography
of Childhood, as physical spaces are valued in meaning and significance. The study
also shows the importance of the other in the process of reframing the presence
and listening to children in these two institutions and the need to rethink
the pedagogical training of the average teacher and special education. Moreover, this
paper also seeks to demonstrate, in the sociology of childhood, the importance of
visibility of special needs children by providing them with great and new moments
today with possibilities to have experiences in the society.
Description
Keywords
Special needs children , Inclusion , Subjectivity , No-where , Childhood education , Subjetividade , Entrelugar , Educação infantil