Processo de inclusão : o papel do núcleo de atendimento pedagógico especializado na percepção dos seus profissionais
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2022
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Objetivou-se com a pesquisa analisar como os profissionais do Núcleo de Atendimento
Pedagógico Especializado (NAPE) percebem o papel do NAPE no processo de Inclusão na
comunidade onde está inserido. Caracteriza-se por ser uma pesquisa qualitativa. De acordo com
Minayo (2012), é uma atividade da ciência, construtora da realidade em um nível que não pode
ser quantificado, trabalhando com o universo de crenças, valores, significados e outros
construtos profundos das relações, não podendo ser reduzida à operacionalização de variáveis.
Foram selecionados 06 (seis) sujeitos para a pesquisa empírica: 03 (três) psicopedagogas, 01
(um) professor de informática, 01 (uma) terapeuta ocupacional e a diretora do NAPE. Uma das
técnicas utilizadas para recolher os dados foi a Roda de Conversa que de acordo com Campos
(2000), é uma técnica para analisar a dinâmica dos coletivos. E a outra foi o Projeto Político
Pedagógico (PPP) do NAPE. Conforme o documento, a proposta de inclusão preconiza o Plano
Educacional Individualizado, a avaliação para identificação das necessidades educacionais
especiais dos alunos, a avaliação por desempenho de alunos com dificuldade de aprendizagem
e a adaptação curricular. Baseado nisso, o NAPE, através de sua equipe multidisciplinar, tem
promovido encontros com temas sobre educação inclusiva. Também, mediante os
encaminhamentos realizados pelas escolas, tem realizado visita institucional para prestar
auxílio ao professor, orientando acerca de estratégias pedagógicas em sala de aula aos alunos
que estejam em atendimento no referido núcleo. Portanto, os profissionais do NAPE o veem,
nesse processo de inclusão no município, como apoio, promovendo autonomia nos alunos
atendidos.
The objective of the research was to analyze how professionals from the Specialized Pedagogical Service Center (NAPE) perceive the role of NAPE in the process of Inclusion in the community where it is inserted. It is characterized by being qualitative research. According to Minayo (2012), it is an activity of science, constructing reality at a level that cannot be quantified, working with the universe of beliefs, values, meanings and other deep constructs of relationships, and cannot be reduced to the operationalization of variables. Six (06) subjects were selected for the empirical research: 03 (three) psychopedagogues, 01 (one) computer teacher, 01 (one) occupational therapist and the director of NAPE. One of the techniques used to collect data was the Conversation Circle which, according to Campos (2000), is a technique to analyze the dynamics of collectives. And the other was the Political Pedagogical Project (PPP) of NAPE. According to the document, the inclusion proposal advocates the Individualized Educational Plan, assessment to identify students' special educational needs, performance assessment of students with learning difficulties and curricular adaptation. Based on this, NAPE, through its multidisciplinary team, has promoted meetings with themes on inclusive education. Also, through the referrals made by the schools, it has carried out an institutional visit to provide assistance to the teacher, advising on pedagogical strategies in the classroom to students who are in attendance at the referred center. Therefore, NAPE professionals see it, in this process of inclusion in the municipality, as support, promoting autonomy in the students served.
The objective of the research was to analyze how professionals from the Specialized Pedagogical Service Center (NAPE) perceive the role of NAPE in the process of Inclusion in the community where it is inserted. It is characterized by being qualitative research. According to Minayo (2012), it is an activity of science, constructing reality at a level that cannot be quantified, working with the universe of beliefs, values, meanings and other deep constructs of relationships, and cannot be reduced to the operationalization of variables. Six (06) subjects were selected for the empirical research: 03 (three) psychopedagogues, 01 (one) computer teacher, 01 (one) occupational therapist and the director of NAPE. One of the techniques used to collect data was the Conversation Circle which, according to Campos (2000), is a technique to analyze the dynamics of collectives. And the other was the Political Pedagogical Project (PPP) of NAPE. According to the document, the inclusion proposal advocates the Individualized Educational Plan, assessment to identify students' special educational needs, performance assessment of students with learning difficulties and curricular adaptation. Based on this, NAPE, through its multidisciplinary team, has promoted meetings with themes on inclusive education. Also, through the referrals made by the schools, it has carried out an institutional visit to provide assistance to the teacher, advising on pedagogical strategies in the classroom to students who are in attendance at the referred center. Therefore, NAPE professionals see it, in this process of inclusion in the municipality, as support, promoting autonomy in the students served.
Descrição
Orientação: Marisa Pascarelli Agrello
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, EDUCAÇÃO INCLUSIVA, EDUCATION, INCLUSIVE EDUCATION