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Publication
Políticas públicas para a inclusão: estudo avaliativo de conformidade das orientações com a prática da inclusão nas escolas municipais de Betim
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| DM_Sandra Nunes Aníbal Prado | 3.71 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
O trabalho em educação é consumado mediante o atendimento ao seu objetivo de ensino
adaptado à realidade e necessidades de formação individual dos alunos como sujeitos
que apresentam sua própria condição para aprender e estão inseridos em um meio social
e cultural de que irão se valer para definir seu pertencimento e autonomia enquanto
cidadãos munidos de direitos e responsabilidades. A proposta de Inclusão dos alunos
com NEE traz desafios para a educação e o presente estudo procurou analisar o caminho
percorrido no Brasil para a transformação da educação em atendimento à proposta de
inclusão dos alunos com NEE nas escolas regulares e a percepção dos professores
acerca das particularidades e adaptações do trabalho para dar resposta ao princípio
fundamental da escola inclusiva proposto na Declaração de Salamanca de que “Todas as
crianças devem aprender juntas, sempre que possível, independentemente de quaisquer
dificuldades ou diferenças que elas possam ter.” A pesquisa realizada contou com a
participação de 191 professores do ensino fundamental, dentre estes 179 são docentes
de turmas regulares e 12 do Atendimento Educacional Especializado. Foi possível
perceber que a trajetória da Inclusão escolar no Brasil está bem fundamentada pela
legislação e formatação de políticas públicas para inclusão de todos os alunos, o que se
desenha a partir das propostas é um novo olhar dos gestores e professores em que se
delineia uma mudança de paradigmas e segundo o retorno dado pelos professores na
pesquisa é referendada pela maioria destes a legitimidade da inclusão e o quanto é
benéfica para a educação que valoriza a todos indiscriminadamente. Na condição de
fatores que dificultam e ao mesmo tempo ações imprescindíveis para a qualificação do
trabalho de inclusão de todos os alunos foram identificadas: a necessidade de formação
para os docentes, mais apoio técnico especializado, necessidade de parceria entre
professores de AEE e professores do ensino regular e a valorização do
apoio/acompanhamento da família dos alunos com NEE. Concluiu-se que os
professores relatam atitudes positivas face a inclusão e conforme necessidade apontada
por eles, recomendamos que seja formatado pelos gestores da educação um
investimento em formação sobre o tema Inclusão e Atendimento Educacional
Especializado para os professores e orientação do trabalho em rede contando com apoio
técnico especializado e recursos pedagógicos e de acessibilidade.
The work in education is consummated by attending to its objective of education adapted to the reality and the individual training needs of the students as subjects that present their own condition to learn and are inserted in a social and cultural environment that will be used to define their belonging and autonomy as citizens with rights and responsibilities. The proposal of Inclusion of students with SEN(Special Educational Needs) presents challenges for education and the present study sought to analyze the path traveled in Brazil for the transformation of education in response to the proposal of inclusion of students with SEN in regular schools and the teachers' perception about the particularities and adaptations of the work to respond to the fundamental principle of inclusive school proposed in the Declaration of Salamanca that "All children should learn together, whenever possible, regardless of any difficulties or differences they may have." participation of 191 elementary school teachers, of which 179 are regular class teachers and 12 of the Specialized Educational Assistance. It was possible to perceive that the trajectory of School Inclusion in Brazil is well founded by the legislation and formatting of public policies to include all the students, what is drawn from the proposals is a new look of the managers and teachers in which a change is delineated of paradigms and according to the feedback given by teachers in research is endorsed by most of these the legitimacy of inclusion and how much is beneficial to education that values everyone indiscriminately. As factors that hinder and at the same time essential actions to qualify the inclusion work of all students were identified: the need for teacher training, more specialized technical support, the need for a partnership between ESA (Specialized Educational Attendance) teachers and teachers and support of the family of students with SEN. It was concluded that teachers report positive attitudes towards inclusion and according to the need pointed out by them, we recommend formatting by the education managers an investment in training on the topic Inclusion and Specialized Educational Attendance for teachers and orientation of networking with specialized technical support and pedagogical and accessibility resources.
The work in education is consummated by attending to its objective of education adapted to the reality and the individual training needs of the students as subjects that present their own condition to learn and are inserted in a social and cultural environment that will be used to define their belonging and autonomy as citizens with rights and responsibilities. The proposal of Inclusion of students with SEN(Special Educational Needs) presents challenges for education and the present study sought to analyze the path traveled in Brazil for the transformation of education in response to the proposal of inclusion of students with SEN in regular schools and the teachers' perception about the particularities and adaptations of the work to respond to the fundamental principle of inclusive school proposed in the Declaration of Salamanca that "All children should learn together, whenever possible, regardless of any difficulties or differences they may have." participation of 191 elementary school teachers, of which 179 are regular class teachers and 12 of the Specialized Educational Assistance. It was possible to perceive that the trajectory of School Inclusion in Brazil is well founded by the legislation and formatting of public policies to include all the students, what is drawn from the proposals is a new look of the managers and teachers in which a change is delineated of paradigms and according to the feedback given by teachers in research is endorsed by most of these the legitimacy of inclusion and how much is beneficial to education that values everyone indiscriminately. As factors that hinder and at the same time essential actions to qualify the inclusion work of all students were identified: the need for teacher training, more specialized technical support, the need for a partnership between ESA (Specialized Educational Attendance) teachers and teachers and support of the family of students with SEN. It was concluded that teachers report positive attitudes towards inclusion and according to the need pointed out by them, we recommend formatting by the education managers an investment in training on the topic Inclusion and Specialized Educational Attendance for teachers and orientation of networking with specialized technical support and pedagogical and accessibility resources.
Description
Keywords
Inclusão Necessidades Educativas Especiais Professores Atitudes Inclusion Special Educational Needs Teachers Attitudes