YOUNG PEOPLE WITH DISABILITIES

A study on curricular practices experienced in high school

Authors

DOI:

https://doi.org/10.22478/ufpb.2359-7003.2024v33n1.68458

Keywords:

Curricular Practices, High School, Young People with Disabilities

Abstract

Field research was carried out in a public school in the state network of Pará, in the municipality of Belém, with the aim of analyzing the curricular practices experienced by young people with disabilities in regular high school in 2019. Two young people with disabilities were interviewed, being these, a student enrolled in the 2nd year, diagnosed with autism spectrum disorder and another student enrolled in the 3rd year, diagnosed with intellectual disability. Through the categorization process of Oliveira and Mota Neto (2011), the study examined the participation of these young people in learning activities and the relationship with inclusion policies. The results point to non-dialogical curricular practices in the classroom, activities aimed merely at achieving grades in the curricular components, adjustments in the accessibility process for carrying out assessment tests that do not ensure the learning of school knowledge, devaluation of extracurricular experiences and invisibility in teacher-student relationships with disabilities. On the other hand, family support practices, specialized educational assistance, cultural resistance of students with disabilities, youth protagonism and dialogical learning were evident. These findings highlight the urgent need to promote fairer curriculum practices that value inclusion and recognize the capabilities of young people with disabilities.

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Author Biography

Ana Paula Cunha dos Santos Fernandes, State University of Pará

PhD in Special Education from the Federal University of São Carlos (UFSCAR), Master's in Education from the State University of Pará (UEPA). Adjunct Professor I at the State University of Pará (UEPA), professor of undergraduate courses at the Center for Social Sciences and Education, of the Postgraduate Program in Education (PPGED). Leader of the Study and Research Group on Special Education in the Amazon (GEPEEAm) and coordinator of the Campos Special Education Network. I work in the area of ​​Education, developing and guiding research on Teacher Training; Pedagogical practices; Policies; Special education; Person with disability; Special Rural Education; Children with disabilities in rural areas. President of the Organizing Committee of the I, II and III Amazon Special Education Meeting and I Special Education Forum in the Field. Former member of the Research Ethics Committee (2018-2020) at the State University of Pará. Former coordinator at the Distance Learning Tutors Coordination (NECAD/UEPA). Editor of the People, Diversity and Education Magazine (PoDE).

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Published

2024-05-20

How to Cite

RODRIGUES MIRANDA, V.; CUNHA DOS SANTOS FERNANDES, A. P. YOUNG PEOPLE WITH DISABILITIES: A study on curricular practices experienced in high school. Revista Temas em Educação, [S. l.], v. 33, n. 1, p. e-rte331202437, 2024. DOI: 10.22478/ufpb.2359-7003.2024v33n1.68458. Disponível em: https://periodicos.ufpb.br/ojs/index.php/rteo/article/view/68458. Acesso em: 29 jun. 2024.

Issue

Vol. 33 No. 1 (2024): RTE - Publicação Contínua - Qualis A4

Section

Quais juventudes querem os currículos? Quais currículos querem as juventudes?

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