O processo de inclusão sob o olhar da pedagogia social: um estudo descritivo acerca da inclusão social na FUNAD de João Pessoa-PB.

Abstract

This study deals with the process of inclusion under the perspective of social pedagogy, with the theme of social pedagogy in non-school settings. This study specifically addresses the social pedagogue and its respective pedagogical action regarding the process of social inclusion of children with disabilities. The aim of this study is to analyze the pedagogues' thinking and doing in an inclusive perspective of social pedagogy at the Integrated Center for the Support of the Disabled (FUNAD), in order to understand how the pedagogical intervention of this professional facilitates and contributes to the social inclusion of children with disabilities. The contributions of this work consist of the innovative character of the research and the possibility that one has to intercalate the fields of knowledge of social pedagogy and of inclusion and, thus, to propitiate the construction and development of scientific knowledge. One has as a research problematic to understand the Social Pedagogy and its relation with the inclusion. So our starting question is: How and by what means does the pedagogue think about mediating the process of social inclusion of children with disabilities outside the school context? Following: What strategies and resources does this professional make use of so that a qualitative and satisfactory work is actually carried out with such a peculiar audience. It is understood that the benefits of the study consists of disseminating knowledge of good practices of social pedagogy in the process of inclusion held in FUNAD. The study is based on the dimensions of academic-scientific research proposed by Novikoff (2010). It is worth clarifying that the present research is linked to the qualitative experiment of the research titled "Scientific Education in the Pedagogy of Paraíba courses: theoretical-methodological and epistemological questions in the academic-scientific- cultural formation for the intervention" of research Cristina Novikoff. In this perspective, tested and validated instruments were used in the Laboratory of the Group of Studies and Research in Social Representations in / for Teacher Training - LAGERES / CNPq (2010). Thus, for the present research different instruments were used to collect data in the form of a semi structured questionnaire in order to mediate the dialogue with the participants, besides observation with logbook. The data were analyzed through content analysis (BARDIN, 2011). It can be seen from this study that the FUNAD Pedagogy, even though it is based on Social Pedagogy, as the theory points out, is a tenuous separation of School Pedagogy, especially in spaces where an educational work is done, such as that institution's.