Trabalho de Conclusão de Curso de Especialização
A gestão escolar frente ao processo de inclusão
Fecha
2018-06-29Autor
Florisbal, Roseni Martins
Institución
Resumen
This paper presents as an initial questioning "What are the challenges and difficulties
to be overcome in order to bring the specialist teacher closer to the Specialized
Educational Attendance of the common room teachers and the direction, supervision
and school guidance with the purpose of contributing to the inclusion of the students
of the special education?". In order to find answers to this problem, we sought to
identify the difficulties faced and the actions being taken by the managers of a school
of the Municipal Public Network of Camaquã, RS to allow the inclusion and
interlocution between the specialized teachers in AEE and the common room in a
collaborative way. As specific objectives we want to verify if there is interlocution
between the AEE teacher and the common room teacher and if there is an
understanding of AEE's role in the school; to identify the role of management in the
interlocution process between the AEE teacher and the common room teacher,
aiming at an effective school inclusion; to investigate the role of the AEE teacher and
the common room teacher with a view to quality inclusion; identify the actions being
taken by the management so that there is interaction between the AEE teacher and
the common room teacher; identify the difficulties encountered by management so
that the AEE teacher can develop their activities with the teacher of the common
room; and verify the actions of school managers (teachers, supervisors, counselors
and directors) to include the inclusion of students with special needs. During the
research, teachers were interviewed, questionnaires were used, observations were
made, and document analysis was carried out to verify how this management
process occurs. Thus, it was verified that the management of the process of inclusion
of the school is a great responsibility of the teacher of Specialized Educational
Attendance, which hinders relations and the interlocution between the teachers, since
they do not feel responsible for the teaching process of this student. In the
documentation of the school, School Regiment and Pedagogical Project, Special
Education is placed as something apart, not part of the whole, which can be verified
in daily practices and in the management of the inclusion process.