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Publication
Gestão escolar e educação inclusiva: um estudo de caso sobre a formação continuada de professores na Unidade de Educação Básica Liberalino de Jesus Pereira
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| 2.73 MB | Adobe PDF |
Advisor(s)
Abstract(s)
A Educação Especial refere-se a uma área do conhecimento que é respaldada pela
Política de Educação Especial na Perspectiva da Educação Inclusiva, visando ao atendimento
às crianças especiais, utilizando-se das mais variadas estratégias, com vistas à qualidade nos
processos de ensino e de aprendizagem. Nesse preâmbulo, insere-se a formação dos
professores que atuam nesta área, levando-se em consideração a maior e melhor qualificação
desses profissionais para o atendimento a essas crianças.
Este trabalho propõe-se a analisar as políticas de ações inclusivas desenvolvidas
pela Unidade de Educação Básica Liberalino de Jesus Pereira, no intuito de perceber se essas
ações estão realmente intensificando a melhoria dos processos de ensino e de aprendizagem.
Para isso, apresenta-se um breve histórico no que tange às diretrizes educacionais que
orientam as práticas no contexto da educação especial, enfatizando o Brasil. Destacam-se os
aspectos legais, tais como leis, políticas, diretrizes, objetivos, ações que servem de
embasamento teórico e prático para o bom desempenho dos profissionais que estão imersos
no contexto da educação especial, com ênfase especial para a formação profissional (inicial e
continuada).
Apresenta também informações voltadas para o Atendimento Educacional
Especializado – AEE, em que se destaca a formação profissional, bem como o uso de recursos
multifuncionais e a estrutura escolar para o melhor desenvolvimento das ações do professor.
Utilizou-se a metodologia da pesquisa qualitativa, envolvendo a pesquisa bibliográfica e de
campo na UEB supracitada. Como técnicas de coleta de dados optou-se pelo questionário.
Os resultados apontam que, mediante a pesquisa efetivada, embora a comunidade
escolar desenvolva ações relacionadas à inclusão, faz-se necessário ainda um esforço coletivo
no que tange às ações inclusivas, em que sejam englobadas as carências e necessidades dos
alunos inclusos nessa unidade de ensino, no intuito de que se maximizem as práticas voltadas
para a melhoria dos processos de ensino e de aprendizagem dos alunos inclusos na escola
pesquisada. Para isso, sugere-se uma proposta de intervenção pautada nessa temática.
Special Education refers to an area of knowledge that is supported by the Special Education Policy in the Perspective of Inclusive Education, aiming at attending special children, using a variety of strategies, with a view to quality in teaching and learning processes. learning. In this preamble, the training of teachers who work in this area is inserted, taking into account the higher and better qualification of these professionals for the care of these children. This paper proposes to analyze the policies of inclusive actions developed by the Unit of Basic Education Liberalino de Jesus Pereira, in order to understand if these actions are really intensifying the improvement of teaching and learning processes. For this, a brief history is presented regarding the educational guidelines that guide practices in the context of special education, emphasizing Brazil. Legal aspects, such as laws, policies, guidelines, objectives, actions that serve as a theoretical and practical basis for the good performance of professionals who are immersed in the context of special education, with special emphasis on vocational training (initial and continued). It also presents information related to the Specialized Educational Assistance (AEE), in which professional training is highlighted, as well as the use of multifunctional resources and the school structure for the better development of the teacher's actions. The methodology of qualitative research was used, involving bibliographical and field research in the aforementioned UEB. As data collection techniques, the questionnaire was chosen. The results point out that, through the research carried out, although the school community develops actions related to inclusion, it is still necessary a collective effort regarding the inclusive actions, which include the needs and needs of the students included in this unit of education, in order to maximize the practices aimed at improving the teaching and learning processes of the students included in the researched school. For this, a proposed intervention based on this theme is suggested.
Special Education refers to an area of knowledge that is supported by the Special Education Policy in the Perspective of Inclusive Education, aiming at attending special children, using a variety of strategies, with a view to quality in teaching and learning processes. learning. In this preamble, the training of teachers who work in this area is inserted, taking into account the higher and better qualification of these professionals for the care of these children. This paper proposes to analyze the policies of inclusive actions developed by the Unit of Basic Education Liberalino de Jesus Pereira, in order to understand if these actions are really intensifying the improvement of teaching and learning processes. For this, a brief history is presented regarding the educational guidelines that guide practices in the context of special education, emphasizing Brazil. Legal aspects, such as laws, policies, guidelines, objectives, actions that serve as a theoretical and practical basis for the good performance of professionals who are immersed in the context of special education, with special emphasis on vocational training (initial and continued). It also presents information related to the Specialized Educational Assistance (AEE), in which professional training is highlighted, as well as the use of multifunctional resources and the school structure for the better development of the teacher's actions. The methodology of qualitative research was used, involving bibliographical and field research in the aforementioned UEB. As data collection techniques, the questionnaire was chosen. The results point out that, through the research carried out, although the school community develops actions related to inclusion, it is still necessary a collective effort regarding the inclusive actions, which include the needs and needs of the students included in this unit of education, in order to maximize the practices aimed at improving the teaching and learning processes of the students included in the researched school. For this, a proposed intervention based on this theme is suggested.
Description
Keywords
Gestão escolar Educação inclusiva UEB Liberalino de Jesus Pereira Proposta de Intervenção School management Inclusive education UEB Liberalino by Jesus Pereira Proposed Intervention