Educação inclusiva em escolas do Município de São João: novas perspectivas : estudo de caso múltiplo
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2017
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A prática da inclusão de alunos com necessidades educacionais especiais no ensino regular é hoje política educacional garantida pela legislação, tanto para a rede pública
quanto privada em nosso país. O presente trabalho propõe investigar, através de um estudo
de caso múltiplo, como a inclusão educacional vem ocorrendo no cotidiano de duas escolas
específicas, visando identificar os benefícios e as dificuldades referentes à implementação
desta proposta educacional para a comunidade escolar como um todo. Como cenários para
realização da pesquisa foram escolhidos duas escolas do ensino fundamental da rede
pública municipal de São João- PE, tendo como foco turmas do quarto ao quinto ano. Em
ambas as turmas havia educandos com necessidades especiais inseridos, a maioria com
defasagem idade-série de aproximadamente dois anos. Como instrumentos de coleta de
dados foram utilizados: Pesquisa documental e entrevistas semiestruturadas envolvendo os
seguintes atores: dois gestores, seis professoras e dois encarregados de educação. Os
dados obtidos revelaram, entre outros aspectos, a falta de materiais pedagógicos nas
escolas lócus, profissionais não capacitados e o pouco conhecimento do corpo docente
acerca da educação inclusiva. Apesar da proposta de inclusão ser bem vista pelos
entrevistados, evidenciou-se que a sua implementação, na prática, é precária. Esse trabalho
vem contribuir na reflexão acerca da prática educacional inclusiva, mostrando alguns
caminhos a serem trilhados, tais como: a necessidade da realização de adaptações
pedagógicas e de acessibilidade, bem como de formação continuada para os professores do
ensino regular e os professores de apoio.
The practice of including students with special educational needs in regular education is today educational policy guaranteed by legislation, both for the public and private schools in our country. This paper proposes to investigate, through a multiple case study, how educational inclusion has been occurring in the daily life of two specific schools, aiming to identify the benefits and difficulties related to the implementation of this educational proposal for the school community as a whole. As scenarios for conducting the research, two primary schools of the municipal public network of São João-PE were chosen, focusing on grades four through five. In both classes there were students with special needs inserted, the majority with age-series lags of approximately two years. As data collection instruments were used: Documentary research and semi-structured interviews involving the following actors: two managers, six teachers and two in charge of education. The data obtained revealed, among other aspects, the lack of pedagogical materials in the loco schools, untrained professionals and the lack of knowledge of the teaching staff about inclusive education. Although the inclusion proposal was well regarded by the interviewees, it was evidenced that their implementation, in practice, is precarious. This work contributes to the reflection about the inclusive educational practice, showing some paths to be followed, such as: the need to make pedagogical adaptations and accessibility, as well as continuing education for regular teachers and support teachers.
The practice of including students with special educational needs in regular education is today educational policy guaranteed by legislation, both for the public and private schools in our country. This paper proposes to investigate, through a multiple case study, how educational inclusion has been occurring in the daily life of two specific schools, aiming to identify the benefits and difficulties related to the implementation of this educational proposal for the school community as a whole. As scenarios for conducting the research, two primary schools of the municipal public network of São João-PE were chosen, focusing on grades four through five. In both classes there were students with special needs inserted, the majority with age-series lags of approximately two years. As data collection instruments were used: Documentary research and semi-structured interviews involving the following actors: two managers, six teachers and two in charge of education. The data obtained revealed, among other aspects, the lack of pedagogical materials in the loco schools, untrained professionals and the lack of knowledge of the teaching staff about inclusive education. Although the inclusion proposal was well regarded by the interviewees, it was evidenced that their implementation, in practice, is precarious. This work contributes to the reflection about the inclusive educational practice, showing some paths to be followed, such as: the need to make pedagogical adaptations and accessibility, as well as continuing education for regular teachers and support teachers.
Descrição
Orientação: Maria Odete Emygdio da Silva
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, EDUCAÇÃO INCLUSIVA, NECESSIDADES EDUCATIVAS ESPECIAIS, FORMAÇÃO DE PROFESSORES, FORMAÇÃO CONTÍNUA, ESTUDOS DE CASO, BRASIL, PERNAMBUCO, EDUCATION, INCLUSIVE EDUCATION, SPECIAL EDUCATIONAL NEEDS, TEACHERS EDUCATION, CONTINUING EDUCATION, CASE STUDIES, BRAZIL, PERNAMBUCO