O educador especial no Rio Grande do Norte: reflexões acerca do profissional e sua prática

Abstract

This research investigates the performance and monitoring of Special Education teachers in Rio Grande do Norte, here called Special Educators, initially highlighting a historical and social reflection on the profile of the position that consists of supporting pedagogical activities in everyday school life. Thus, this study aims to analyze the perceptions of special educators about their professional performance in teaching processes from the perspective of school inclusion in the state of RN. The research methodology has a qualitative nature, which presents integration between the social and the human phenomena, analyzing the different objects through different descriptive instruments, enabling the systematization of the central results.Data collection was done remotely due to the coronavirus pandemic, ensuring the safety of those involved. The survey design comprises the following steps: 1) compliance with ethical protocols, thus this research was approved by the ethics committee; 2 an online questionnaire was sent to the teachers who work permanently in the position; 3) interview with a SUESP/RN coordination member, which is the section that acts directly in the process of monitoring these professionals; 4) systematization and analysis of the collected data. The results of this investigation show the gaps in the monitoring process and difficulties faced in the mediation of the school routine that educators experience. It was also possible to notice through the discussions and data analysis that despite the efforts and proposals planned by the state and professionals to create an inclusive school experience that is concerned with the students learning process in the target public of special education in RN. Changes are still needed in the monitoring and support process to achieve what we want, to make RN education truly inclusive.