Título:	Planejamento curricular e deficiência intelectual : um estudo de caso nos anos iniciais do ensino fundamental na rede pública de ensino do Distrito Federal
Autor(es):	Silva, Sheley Cristina Corrêa da
E-mail do autor:	mailto:sheleycorrea@gmail.com
Orientador(es):	Silva, Francisco Thiago
Assunto:	Adequação curricular Currículo educacional Deficiência intelectual Inclusão escolar Pessoas com deficiência intelectual - educação Ensino público
Data de publicação:	16-mar-2021
Data de defesa:	16-nov-2020
Referência:	SILVA, Sheley Cristina Corrêa da. Planejamento curricular e deficiência intelectual: um estudo de caso nos anos iniciais do ensino fundamental na rede pública de ensino do Distrito Federal. 2020. 257 f., il. Dissertação (Mestrado Profissional em Educação)—Universidade de Brasília, Brasília, 2020.
Abstract:	This research aims to understand the way in which the conducting teacher defines and selects the curriculum for students with intellectual disabilities. The study was carried out by analyzing the process of construction and filling in the Curriculum Adequacy Registration Form (CARF) instrument, which is used within the public school system in the Federal District. The study was carried out by analysis of the process of construction and filling in the Curriculum Adequacy Registration Form (CARF) instrument, whose usage is given within the public school system in the Federal District. This planning refers to changes in specific levels and nature for each type of student, respecting their identity particularities. In this sense, priority was given to Intellectual Disability, whose complexity in modifications is greater, since they focus on methodological and curricular adaptations. To achieve the objectives of this investigation, questionnaires and interviews were used to capture the impressions of professionals in the school environment linked to the filling of the FAC and to find out what their usefulness in carrying out the teacher's work. Furthermore, the analysis of documents was carried out as a way to seek complementary information to characterize the research environment and the performance of the main participants. The documentary sources chosen were the Pedagogical Political Project (PPP) of the school institution, the CARFs already filled in by students with Intellectual Disabilities enrolled in the school, in addition to normative and regulatory documents used by the professionals of the Support Services for Learning (SSL) in the implementation of the School Inclusion. The qualitative approach was the appropriate research methodology to carry out this task, in which it was used, as procedure, the Case Study (YIN, 2001) of a public institution that serves students in the early years of Elementary and Middle Schools in the Federal District. Therefore, the research is sustained on the theoretical reference concerning the two axes that compose it. The studies by Apple (2006), McKernan (2009), Sacristán (2017), Saviani (2013) and Silva (2011) were used to support the Axis of Curriculum and Organization of pedagogical work. In addition, the research by Carvalho (2008), Freire (1996), Mantoan (2003) and Tunes (2007) offer the theoretical support for the School Inclusion and Intellectual Disability Axis. Based on the question “How does the ‘Curriculum Adequacy Registration Form’ for students with Intellectual Disabilities is filled by the conducting teacher?” we sought to confront the assumptions, of which highlight the lack of understanding of the teacher about some fields of the form, in addition to their role in promoting School Inclusion. As a result of this research, the need to reformulate the registration of curricular planning is highlighted for students with Disabilities, Autism Spectrum Disorder and/or with High Skills/Giftedness and reducing the bureaucracy of these types of documents, so that they become a monitoring tool of the school development of the students. Then, two technical products resulting from the proposed analyzes are presented. The first of them is the proposal for a continuing education course for teachers on curriculum planning for students with Intellectual Disabilities. The second is the proposal of a recording instrument that portrays the real possibilities of students with Intellectual Disabilities and that contributes to the monitoring and continuity of their development throughout the years of schooling.
Unidade Acadêmica:	Faculdade de Educação (FE)
Informações adicionais:	Dissertação (Mestrado Profissional em Educação)—Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, Brasília, 2020.
Programa de pós-graduação:	Programa de Pós-Graduação em Educação, Mestrado Profissional
Licença:	A concessão da licença deste item refere-se ao termo de autorização impresso assinado pelo autor com as seguintes condições: Na qualidade de titular dos direitos de autor da publicação, autorizo a Universidade de Brasília e o IBICT a disponibilizar por meio dos sites www.bce.unb.br, www.ibict.br, http://hercules.vtls.com/cgi-bin/ndltd/chameleon?lng=pt&skin=ndltd sem ressarcimento dos direitos autorais, de acordo com a Lei nº 9610/98, o texto integral da obra disponibilizada, conforme permissões assinaladas, para fins de leitura, impressão e/ou download, a título de divulgação da produção científica brasileira, a partir desta data.
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