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Desafios, avanços e entraves do processo de inclusão de alunos com necessidades educativas especiais na perspectiva da gestão escolar
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 37843 | 1.79 MB | Adobe PDF |
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Abstract(s)
O processo de inclusão dos alunos com Necessidades Educacionais requer da equipe educacional um mais cuidadoso planejamento para que a inclusão realmente seja efetivada. E isso é possível quando existe uma gestão democrática. Para que possamos avançar no processo inclusivo, surgem os questionamentos: Quais são os desafios entraves enfrentados por uma gestão escolar no processo de inclusão dos alunos com necessidades educacionais especiais no ensino regular de uma escola pública, de ensino fundamental municipal, no Brasil? Quais os avanços detetados?
Ante esses questionamentos, o desejo por esta temática se fez presente e, assim, esta pesquisa tem como objetivo “Identificar quais são os principais desafios, avanços e entraves no processo de Inclusão dos alunos com necessidades educativas especiais, na perspectiva da gestão escolar de uma escola pública municipal de Ensino Fundamental, da cidade de Mirinzal-Maranhão/Brasil”.
Para responder aos objetivos propostos, esta investigação se apoiou numa metodologia qualitativa, configurando-se estudo de caso e, participando do estudo, cerca de 20 profissionais da equipa de educação de uma escola pública de Mirinzal-Maranhão.
Com os resultados, verificou-se ser ainda presente que a escola busque o processo de formação de seus professores para atuarem no ensino aprendizagem do aluno com necessidades especiais. Infelizmente, nem todos os educadores possuem conhecimento específico para atuarem com a inclusão, em sala de aula. Há necessidade de um mais amplo compartilhamento das práticas pedagógicas inclusivas que dão certo para os professores especializados. Neste sentido, esperamos que esta investigação possa contribuir para o processo de formação dos profissionais da educação que atuam diretamente com os alunos com NEE.
The process of inclusion of students with Educational Needs requires a more careful planning from the educational team so that the inclusion really takes effect. And this is possible when there is democratic management. In order for us to advance in the inclusive process, the following questions arise: What are the obstacles faced by school management in the process of including students with special educational needs in the regular education of a public school, of municipal elementary education, in Brazil? What are the advances detected? In view of these questions, the desire for this theme was present and, thus, this research aims to “Identify what are the main challenges, advances and obstacles in the process of Inclusion of students with special educational needs, from the perspective of the school management of a school. municipal public school of Elementary Education, in the city of Mirinzal-Maranhão / Brazil ”. To answer the proposed objectives, this investigation was supported by a qualitative methodology, configuring a case study and, participating in the study, about 20 professionals from the education team of a public school in Mirinzal-Maranhão. With the results, it was found to be still present that the school seeks the process of training its teachers to act in teaching the learning of students with special needs. Unfortunately, not all educators have specific knowledge to work with inclusion in the classroom. There is a need for a broader sharing of inclusive pedagogical practices that work for specialized teachers. In this sense, we hope that this investigation can contribute to the process of training education professionals who work directly with students with SEN.
The process of inclusion of students with Educational Needs requires a more careful planning from the educational team so that the inclusion really takes effect. And this is possible when there is democratic management. In order for us to advance in the inclusive process, the following questions arise: What are the obstacles faced by school management in the process of including students with special educational needs in the regular education of a public school, of municipal elementary education, in Brazil? What are the advances detected? In view of these questions, the desire for this theme was present and, thus, this research aims to “Identify what are the main challenges, advances and obstacles in the process of Inclusion of students with special educational needs, from the perspective of the school management of a school. municipal public school of Elementary Education, in the city of Mirinzal-Maranhão / Brazil ”. To answer the proposed objectives, this investigation was supported by a qualitative methodology, configuring a case study and, participating in the study, about 20 professionals from the education team of a public school in Mirinzal-Maranhão. With the results, it was found to be still present that the school seeks the process of training its teachers to act in teaching the learning of students with special needs. Unfortunately, not all educators have specific knowledge to work with inclusion in the classroom. There is a need for a broader sharing of inclusive pedagogical practices that work for specialized teachers. In this sense, we hope that this investigation can contribute to the process of training education professionals who work directly with students with SEN.
Description
Keywords
Desafios Avanços Educação inclusiva Gestão escolar Challenges Advances Inclusive education School management