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Inclusão escolar: as perspectivas do pedagogo no âmbito educacional
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Abstract(s)
As perspectivas do pedagogo em relação à inclusão é a base deste estudo, que tem como objetivo identificar estratégias que impliquem no processo de inclusão, sabendo que este profissional inicialmente obterá um ponto de partida ao identificar o problema e utilizará ferramentas para adaptar às necessidades encontradas em cada situação, contribuindo para o aperfeiçoamento da inclusão na escola em que o aluno estuda. Sendo assim, podemos conceituar que a função do pedagogo é mediar informação possibilitando, juntamente com o corpo docente da instituição, meios para melhor atender aos alunos. Sob o ponto de vista metodológico, a pesquisa seguiu uma abordagem qualitativa, como recurso à entrevista semiestruturada elaborada pela pesquisadora, analisando assim as estratégias e o comportamento de cincos pedagogos e de cincos responsáveis de alunos com NEE’s, no ambiente onde vivenciam a realidade estudada. O procedimento metodológico adotado fundamentou-se em uma revisão bibliográfica, com a finalidade de reunir todas as informações possíveis, a fim de embasar o processo de investigação e os horizontes de percepção deste estudo.
Atendendo aos resultados da pesquisa é necessária uma remodelação do Projeto Político-Pedagógico da escola analisada para que a inclusão seja realizada de forma eficaz, tendo se destacado ainda a aproximação entre pedagogos, alunos e professores, cujo relacionamento é muito importante para o processo de ensino. Os resultados obtidos apontam para a existência de múltiplos desafios e incertezas do pedagogo quanto à sua prática. Para haver mudanças é necessário que este profissional conheça com mais exatidão tudo que acontece em seu local de trabalho, pois dessa forma encontrará as metodologias e ferramentas mais propícias a promover a transformação de acordo com as características e as necessidades da sua realidade.
Conclui-se, assim, referindo que se considera a necessidade de estabelecer ações que garantam as condições necessárias ao atendimento dos alunos com necessidades educativas especiais.
The pedagogue’s perspectives on inclusion is the basis of this study, which aims to identify strategies that involve the inclusion process, knowing that this professional will initially get a starting point by identifying the problem and using tools to adapt to the needs found in each situation, contributing to the improvement of inclusion in the school where the student studies. Thus, we can conceptualize that the role of the pedagogue is to mediate information enabling, together with the faculty of the institution, means to better serve students. From the methodological point of view, the research followed a qualitative approach, using the semi-structured interview prepared by the researcher, thus analyzing the strategies and behavior of five students with Nees and five responsible students with Nees, in the environment where they experience the reality studied. The methodological procedure adopted was based on a bibliographic review, with the purpose of gathering all possible information, in order to support the research process and the horizons of perception of this study. Given the results of the research, a remodeling of the Political-Pedagogical Project of the school analyzed is necessary for the inclusion to be carried out effectively, and the approximation between students and teachers is highlighted, whose relationship is very important to the teaching process.The results obtained point to the existence of multiple challenges and uncertainties of the pedagogue regarding its practice. For there to be changes it is necessary that this professional knows more accurately everything that happens in your workplace, because in this way you will find the most suitable methodologies and tools to promote the transformation according to the characteristics and needs of your reality. Thus, we conclude that we consider the need to establish actions that guarantee the conditions necessary to meet the students with special educational needs.
The pedagogue’s perspectives on inclusion is the basis of this study, which aims to identify strategies that involve the inclusion process, knowing that this professional will initially get a starting point by identifying the problem and using tools to adapt to the needs found in each situation, contributing to the improvement of inclusion in the school where the student studies. Thus, we can conceptualize that the role of the pedagogue is to mediate information enabling, together with the faculty of the institution, means to better serve students. From the methodological point of view, the research followed a qualitative approach, using the semi-structured interview prepared by the researcher, thus analyzing the strategies and behavior of five students with Nees and five responsible students with Nees, in the environment where they experience the reality studied. The methodological procedure adopted was based on a bibliographic review, with the purpose of gathering all possible information, in order to support the research process and the horizons of perception of this study. Given the results of the research, a remodeling of the Political-Pedagogical Project of the school analyzed is necessary for the inclusion to be carried out effectively, and the approximation between students and teachers is highlighted, whose relationship is very important to the teaching process.The results obtained point to the existence of multiple challenges and uncertainties of the pedagogue regarding its practice. For there to be changes it is necessary that this professional knows more accurately everything that happens in your workplace, because in this way you will find the most suitable methodologies and tools to promote the transformation according to the characteristics and needs of your reality. Thus, we conclude that we consider the need to establish actions that guarantee the conditions necessary to meet the students with special educational needs.
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Keywords
Educação inclusiva Práticas pedagógicas Pedagogo escolar Inclusive education Pedagogical practices School pedagogue