masterThesis
O atendimento educacional especializado no processo de inclusão escolar, na rede municipal de ensino de Mossoró/RN
Fecha
2012-03-12Registro en:
BEDAQUE, Selma Andrade de Paula. O atendimento educacional especializado no processo de inclusão escolar, na rede municipal de ensino de Mossoró/RN. 2012. 160 f. Dissertação (Mestrado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2012.
Autor
Bedaque, Selma Andrade de Paula
Resumen
This dissertation aims to analyze the specialized educational services(AEE, Portuguese)
implemented in four municipal schools of Mossoró/RN, with attention to the process of
collaboration between regular classroom teachers and multifunctional resource classroom
teachers. We use as theoretical reference the works of Vygotsky and others authors that
write about education and collaboration. To accomplish the research we chose a qualitative
approach, using as a methodological resources: study of cases, bibliographical, documental
and field research. For the field research we make observations in regular and
multifunctional classrooms. We produce group intervieus with regular and multifunctional
teachers. From the analysis performed we identify that the concepts and the practices of
teachers in regular classrooms changes, with integrationist predominance. The AEE s
teachers had more inclusive conceptions and greater investment in continuing education
than the regular classroom teachers. The practices of regular classroom teachers are more
traditional, what makes the learning process more difficult for the students, even more for the
students with disabilities and pervasive developmental disorders. Teachers of AEE was more
interactive and creative, however, the attention to the students was more individual. In three
of the four schools surveyed stand out the efforts of the teachers of specialist classroom to
collaborate with regular school teachers, by notes, e-mails, phone calls and resource
sharing. In one of the four was noted a good collaborative interactive between the AEE
teachers and the regular school teachers. The school with the worst improvement was that in
which the actions of the teachers of the AEE were limited to actions in multifunctional
resource classroom. The resistance to these professionals was identified in the statements of
the regular classroom teachers. Another issue raised was the lack of time for teachers to
conduct AEE actions that contribute to the process of school students, because their working
hours is restricted to the opposite turn in school. Transport difficulties for the students to
attend the resource classroom multifunctional and the lack of dialogue with the health sector
was challenges for the four schools. The families were with a practically constant interest to
interact with the AEE teachers in the four schools. Thus, we believe that the presence of
AEE school can make contributions to the educational process, however, it is necessary
more attention to the collaborative process between teachers and the school community