2003D |
A construção de um ambiente inclusivo na Educação Infantil
(Building an Inclusive Environment in Early Childhood Education) |
To know the determinations that intervene in the construction of an inclusive environment, from the experience of the Oeste daycare; to reflect on the development of the process of inclusion of children with special educational needs, pointing out the needs of the reconstruction of the educational project, from the experience of the Oeste daycare; to serve as an inspiring model for other experiences. |
Sekkel |
2 and 3 |
2003T |
Novas crianças na creche: o desafio da inclusão
(New children in daycare: the challenge of inclusion) |
To search and know the effects that the inclusion of children with disabilities caused in the general organization of the "Área de Saude" daycare of the State University of Campinas. |
Arnais |
2 and 3 |
2004D |
Cuidado e educação nas atividades do berçário e suas implicações na atuação profissional para o desenvolvimento e inclusão da criança de 0 a 18 meses
(Care and education in the activities of the daycare and its implications in the professional performance for the development and inclusion of the child from 0 to 18 months of age) |
To analyze the activities proposed in the routine of daycare as a resource for the development of the child from zero to 18 months of age. |
Vitta |
1, 2 and 3 |
2004T |
Impacto de um programa de ensino para cuidadoras em creche-música como condição facilitadora de condutas humanas ao lidar com bebês
(Impact of a teaching program for caregivers in daycare as a facilitator of human behaviors when dealing with infants) |
To verify to what extent musical resources can interfere in the way adults take care of children from 0 to 3 years old in daycare or schools, when distant from the mother. |
Darezzo |
2 |
2004D |
O processo de inclusão/exclusão na constituição subjetiva de crianças na creche
(The process of inclusion/exclusion in the subjective constitution of children in daycare) |
To understand how the subjectivity of children in the process of inclusion/exclusion in daycare is constituted. |
C. C. B. Lima |
2 and 3 |
2005T |
Análise teórica de itens referentes a pessoas com deficiência da Infant/Toddler Environment Rating Scale - revised edition
(Theoretical analysis of items related to people with disabilities in the Infant/ Toddler Environment Rating Scale - revised edition) |
To check the understanding of terms and relevance of content of ITERS-R items related to people with disabilities. |
Menegasso |
2 |
2005T |
Interação professor-bebê em creches inclusivas
(Teacher-infant interaction in inclusive daycare) |
To describe the interaction between the daycare teacher and the children he/she assists in an inclusive daycare facility, which attends children with typical development and children with developmental delays. |
Joaquim |
3 |
2006T |
Inclusão na Educação Infantil: concepções e perspectivas de educadoras de creche
(Inclusion in Early Childhood Education: conceptions and perspectives of daycare educators) |
To investigate the conception of inclusive education of educators who work in daycare facilities of public education in Brasília - Distrito Federal.
|
F. R. F. Monte |
3 |
2008P |
Análise funcional de comportamentos inadequados e inclusão- uma contribuição à formação de educadores
(Functional analysis of inappropriate behaviors and inclusion - a contribution to the teacher education) |
To implement and evaluate an intervention program based on functional behavioral analysis in order to provide teacher education to solve such problems, dealing with challenging behaviors exhibited by the child, mediating their interaction with peers and optimizing their schooling as a whole. |
Freitas and Mendes |
3 |
2009P |
Espaço educacional e a possibilidade de atuação do fisioterapeuta
(Educational space and the possibility of physiotherapist performance) |
To identify the profile of educators regarding age, gender, schooling, time in daycare and in the current institution; to know the professional trajectory and the reason for the choice and the role of educators; to know the proposed activities of educators and their conception regarding Normal Neuropsychomotor Development; to identify the interest of educators in continuing education and to discuss the possibility of the physiotherapist acting in educational spaces. |
Landmann, Ruzza and Chesani |
3 |
2010P |
Ambientes inclusivos na Educação Infantil: possibilidades e impedimentos
(Inclusive Environments in Early Childhood Education: possibilities and impediments) |
To identify the indicators of involvement in working with children and those that determine the construction of an inclusive environment. |
Sekkel, Zanelatto and Brandão |
3 |
2010T |
As políticas de educação inclusiva para a Educação Infantil no Brasil - anos 2000
(Inclusive Education Policies for Early Childhood Education in Brazil - 2000) |
To understand the special education policies aimed at Early Childhood Education in Brazil. |
López |
1 and 3 |
2012P |
Análise teórica de itens de uma escala americana para avaliação do atendimento em creches inclusivas brasileiras
(Theoretical analysis of items from an American evaluation scale of assistance in Brazilian inclusive daycare) |
To check the understanding of terms and relevance of content of ITERS-R items related to people with disabilities. |
Gennaro and Gil |
2 |
2012T |
Leituras pedagógicas das crianças com deficiência em creches e pré-escolas de Campina Grande-PB
(Pedagogical readings of children with disabilities in daycare and pre-schools in Campina Grande-PB) |
To analyze the policy of inclusion of children with disabilities in daycare and pre-schools in Campina Grande - PB.
|
M. B. B. S. Lima |
1, 2 and 3 |
2013P |
Inclusão escolar e Educação Infantil: um estudo de caso
(School Inclusion and Early Childhood Education: a case study) |
To conduct a survey, according to the perspective of the teachers, of children with special needs enrolled in nurseries of the municipal network of the city of Catanduva, state of São Paulo, and identify the conception of daycare directors on school inclusion. |
Pereira and Matsukura |
2 and 3 |
2013D |
Práticas pedagógicas inclusivas no cotidiano da Educação Infantil: considerações sobre a infância e a criança com deficiência e transtornos globais do desenvolvimento
(Inclusive pedagogical practices in the daily life of Early Childhood Education: considerations about childhood and children with disabilities and global developmental disorders) |
To investigate the inclusive pedagogical practices instituted in the daily life of children's education from a perspective on childhood and the child with disabilities and global developmental disorders. |
K. C. B. S. Oliveira |
3 |
2014D |
Atraso no desenvolvimento neuropsicomotor: fatores de risco e intervenção precoce nos centros de Educação Infantil
(Delay in neuropsychomotor development: risk factors and early intervention in Early Childhood Education Centers) |
To identify delays in neuropsychomotor development in children aged 3 to 42 months, associated psychosocial and biological risk factors, and to assess the importance of the knowledge of developmental stage teachers for preventive actions at the time of early childhood stimulation. |
Valiati |
2 |
2014P |
Autismo: a Educação Infantil como cenário de intervenção
(Autism: Early Childhood Education as intervention scenario) |
To describe the fundamentals of early intervention, with an emphasis on the best intervention practices, aimed at populations with autism. |
D. R. P. Nunes and Araújo |
2 |
2014T |
Concepções de profissionais da Educação Infantil sobre a Educação Especial para crianças de zero a três anos
(Conceptions of Education Professionals on Special Education for children from zero to three years old) |
To understand how professionals working with children who are the target audience of Special Education in the age group of zero to three years in two municipal centers of Early Childhood Education in the city of Vitória conceive the educational practice aimed at these children. |
C. C. Oliveira |
3 |
2015T |
A inclusão de crianças com deficiência intelectual em creches e pré-escolas- dificuldades e possibilidades
(The inclusion of children with intellectual disabilities in daycare and preschools - difficulties and possibilities) |
To analyze how the process of inclusion of children from 0 to 5 years old with intellectual disability is taking place in daycare facilities and pre-schools of the Municipal Network of Education of São Luis - MA.
|
Pinheiro |
1, 2 and 3 |
2015T |
Por trás do espelho de Alice - narrativas visuais de inclusão de criancas com transtorno do espectro do autismo
(Behind Alice's Mirror - Visual Narratives of Inclusion of Children with Autism Spectrum Disorder) |
To analyze the appropriation of visual narratives mediated by the SCALA (Alternative Communication System for Autism Literacy), in the process of inclusion of children with ASD in early childhood. |
B. T. Monte |
2 |
2016P |
Educação da criança de zero a três anos e Educação Especial: uma leitura crítica dos documentos que norteiam A Educação Básica
(Education of the child from zero to three years and Special Education: a critical reading of the documents that guide Basic Education) |
To answer the following questions: How is daycare treated in these documents? Are they guaranteed to the Special Education modality service at this stage? What contributions are still needed to ensure that daycare education efficiently serves all children? |
Vitta, Silva, and Zaniolo |
1 |
2016D |
Políticas públicas de inclusão na Educação Infantil: um estudo em creches do município de Franca
(Public policies of inclusion in Early Childhood Education: a study into daycare facilities in the municipality of Franca) |
To know the process of implementation of public inclusion policies in Early Childhood Education, since this knowledge is fundamental for proposing future actions with a view to the quality of Inclusive Education. |
Ferreira |
1 |
2017D |
Inclusão de bebê com deficiência física em creche: Programa de acompanhamento para educadoras com base em conceitos winnicottianos
(Inclusion of children with physical disabilities in daycare: A follow-up program for teachers based on Winnicottian concepts) |
To investigate the contributions of the Follow-up Program for daycare Teachers in an Inclusive Context - PROAECI [Pró-Reitoria de Assuntos Estudantis e Cidadania], for the educator - baby with disability relationship, based on Winnicottian concepts. |
Bossi |
2 and 3 |