Ensino, Educação Básica e Formação de Professores

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http://repositorio.ufes.br/handle/10/17479
Programa de Pós-Graduação Ensino, Educação Básica e Formação de Professores

Centro: CCENS
Telefone: (28) 3552 8731
URL do programa: http://www.ensinoeeducacao.alegre.ufes.br/pt-br/pos-graduacao/PPGEEDUC

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Navegando Ensino, Educação Básica e Formação de Professores por Assunto "Atendimento educacional especializado"

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    Os desafios da Educação Especial inclusiva com foco no trabalho colaborativo e nos processos de escolarização do estudante com deficiência intelectual
    (Universidade Federal do Espírito Santo, 2023-11-21) Filgueiras, Raquel Gava; Bregonci, Aline de Menezes; http://lattes.cnpq.br/3512763662094305; https://orcid.org/0009-0004-2745-8641; http://lattes.cnpq.br/9836613371112380; Effgen, Ariadna Pereira Siqueira; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; Nunes, Isabel Matos; https://orcid.org/0000000191276384; http://lattes.cnpq.br/1434416276486446
    This research aims to understand whether collaborative work occurs at EEEFM “Nova Esperança”, and whether this work, in the way it occurs, contributes to the schooling process of students with intellectual disabilities. Considering that collaborative work between the specialist teacher and regular classroom teachers is an element that enhances practices and actions aimed at the schooling process of students with intellectual disabilities, we opted for qualitative research, of the case study type. and as instruments for data production: documentary research, using documents from the State Department of Education (SEDU) aimed at Special Education; and the semistructured interview carried out with regular classroom teachers, Specialized Educational Service (AEE) teacher and pedagogue. To process the data produced, content analysis was used, considering what the subject thinks and produces within a historical and social context. The research is anchored in Vigotski's (1989; 1998; 2001; 2011) approach, which highlights that every student is capable of learning, as long as their potential is valued, respecting their way and time to learn, which are different; and also in the contributions of Mendes, Vilaronga, Zerbato and Capellini (2018), who dedicated themselves to studying the process of collaborative teaching for the learning of target audience students in Special Education. Based on the documents analyzed, the theoretical contributions and the reports of the interviewees, it appears that collaborative work is not yet a reality at school. It appears that the lack of time to plan and knowledge about the processes that involve the development of Inclusive Special Education in the school context; the lack of training; excessive bureaucratic demands; crowded classrooms; lack of knowledge of the role of the specialized teacher and the objective of the AEE are obstacles to the proposal of collaborative work at EEEFM “Nova Esperança”. However, it is evident that teachers have a positive view of the schooling processes of students with intellectual disabilities when they argue that they can all learn and develop, revealing the possibility of this being fertile ground for the applicability of work-oriented strategies. collaboration between regular class teachers and specialist teachers with a view to building an inclusive school space and the right to schooling processes for students with intellectual disabilities.