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Publication
Gestão escolar e a inclusão: discursos de gestores e professores de escolas da rede estadual de ensino no município de Zé Doca, Maranhão-Brasil - uma proposta de intervenção
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| DM_Maria Francileide Ferreira do Nascimento | 975.64 KB | Adobe PDF |
Advisor(s)
Abstract(s)
Com a democratização do ensino em nosso país, as escolas têm recebido uma grande demanda de alunos que buscam na educação a oportunidade de sua formação e ascensão social. Dentre esses alunos, estão os educandos com necessidades educacionais especiais. No município de Zé Doca-Maranhão, essa realidade não é diferente, o número de alunos com Necessidades Educacionais Especiais (NEEs) tem aumentado nos últimos anos. Por essa razão, este estudo tem como objectivo geral analisar os discursos de gestores e professores escolares referente ao processo de inclusão dos alunos com necessidades especiais e propor diante dos resultados, uma intervenção que venha a contribuir com as práticas e melhorar os resultados. Trata-se de um estudo cujos dados foram tratados de forma qualitativa. Foram inquiridos através de uma entrevista semi-estruturada, 14 profissionais, especificamente gestores e professores de duas escolas estaduais. Concluiu-se que o processo de inclusão escolar ainda se encontra em fase inicial nessas unidades, havendo nessas escolas uma carência de apoio e de um acompanhamento de seus órgãos responsáveis, em contribuir para que a inclusão possa ser uma realidade nas escolas pesquisadas. Foi afirmado pela maioria dos professores que lhes falta formação, preparação, conhecimento teórico e disponibilidade, relatado por boa parte dos participantes. Em contrapartida, foram destacados alguns aspectos positivos na atuação dos gestores, tais como: atenção diferenciada com a questão, sinergia em proporcionar um pouco de dignidade aos discentes com NEEs. Ainda assim não ficou evidenciado uma premência em promover nas suas referidas escolas capacitação a seus profissionais e funcionários de apoio no tocante a inclusão dos discentes com NEEs. Após a análise dos dados foi elaborado um projecto de intervenção.
The democratization of education in our country has brought to schools a great demand of students who look for opportunity of having formation and social ascension in education. Among these students are students with special educational needs. In the municipality of Zé Doca-Maranhão, this reality is no different. The number of students with Special Educational Needs (NEEs) has increased in the latest years. For this reason, this study has as general objective, the analyze of discourses from school managers and teachers about the process of inclusion of students with special needs and in front of the results, purpose an intervention that will contribute to the practices and improvements. The data of studies were treated as qualitative way. They were inquired for semi-structured interview of fourteen professionals, specifically managers and teachers from two state schools. The conclusion shows the school inclusion process is still at an early stage in these units, and in these schools, there is a lack of support and attendance in these responsible agencies to contribute with inclusion in the schools. It was affirmed by most of the teachers that training, preparation, theoretical knowledge and availability is not enough to work. On the other hand, some positive aspects were highlighted in the performance of managers, such as: synergy in providing some more dignity to students with SEN by giving them special attention. Nevertheless, there was no evidence of an incentive in promoting in referred schools some training to professionals and support staff dealing with inclusion of students with SEN. After the data analyzes, an intervention project was developed.
The democratization of education in our country has brought to schools a great demand of students who look for opportunity of having formation and social ascension in education. Among these students are students with special educational needs. In the municipality of Zé Doca-Maranhão, this reality is no different. The number of students with Special Educational Needs (NEEs) has increased in the latest years. For this reason, this study has as general objective, the analyze of discourses from school managers and teachers about the process of inclusion of students with special needs and in front of the results, purpose an intervention that will contribute to the practices and improvements. The data of studies were treated as qualitative way. They were inquired for semi-structured interview of fourteen professionals, specifically managers and teachers from two state schools. The conclusion shows the school inclusion process is still at an early stage in these units, and in these schools, there is a lack of support and attendance in these responsible agencies to contribute with inclusion in the schools. It was affirmed by most of the teachers that training, preparation, theoretical knowledge and availability is not enough to work. On the other hand, some positive aspects were highlighted in the performance of managers, such as: synergy in providing some more dignity to students with SEN by giving them special attention. Nevertheless, there was no evidence of an incentive in promoting in referred schools some training to professionals and support staff dealing with inclusion of students with SEN. After the data analyzes, an intervention project was developed.
Description
Keywords
Inclusão escolar Alunos com necessidades educacionais especiais Gestor escolar School inclusion Students with special educational needs School manager