Dialogando com as salas de aula comuns e o atendimento educacional especializado : possibilidades, movimentos e tensões.
Nenhuma Miniatura disponível
Data
2013-12-23
Autores
Nascimento, Alice Pilon do
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal do Espírito Santo
Resumo
This study aims at questioning Special Education and pedagogical practice policies
in the municipality of Nova Venecia, ES, Brazil, especially the interaction between
regular classroom and Specialized Education Service, potentiating Special
Education. We analyze local policies in the light of national policies so as to
understand and discuss about the different paths which the municipality has adopted
for including these students in its education system. In order to discuss the these
issues, we are grounded on Boaventura de Sousa Santos and Philippe Meirieu’s
theoretical framework, based on the premise that acknowledging the difference and
educating the individuals in question are powerful forces. As far as Special Education
questions are concerned, we employed productions by researchers interested in this
field, such as Jesus, Mendes, Kassar, and Prieto among others. For this purpose,
the methodology adopted was action research, because we believe it can lead to
changes for the challenges posed by teaching and action-reflection-action processes
of the involved subjects (BARBIER, 2004). This theoretical and methodological
perspective allowed us to get close to “researcher-subjects” since the making of the
investigation project. As data collection tool, we adopted focus groups, participant
observation and semistructured interviews. The main notes refer to the meaning of
Specialized Education Service as a contribution for accessing school knowledge
combined with curricular knowledge, taking Special Education students’ possibilities
of into account. Following this line, we verified that there are interesting moves
towards consolidating and strengthening schooling processes. The municipal policy
includes collaborative teachers who work in regular classrooms with their colleague
lead-teachers; significant investment in teacher training; and organizational
arrangements that facilitate the offer of specialized education service in
multifunctional classroom spaces. While promising moves, these conditions still face
much stress. The local policy is undergoing a process of consolidation and many
alternatives have been tried as more inclusive educational processes.
Descrição
Palavras-chave
Special education , Inclusive pedagogical practices , Specialized education service , Collaborative teaching , Práticas pedagógicas inclusivas
Citação
NASCIMENTO, Alice Pilon do. Dialogando com as salas de aula comuns e o atendimento educacional especializado: possibilidades, movimentos e tensões. 2013. 227 f. Dissertação (Mestrado em Educação) - Programa de Pós-Graduação em Educação, Universidade Federal do Espírito Santo, Centro de Educação, Vitória, 20136.