Policy, actors and implementation: an analysis of special education service

Detalhes bibliográficos
Autor(a) principal: Rocha, Naiara Chierici
Data de Publicação: 2020
Outros Autores: Schlünzen, Elisa Tomoe Moriya
Tipo de documento: Artigo
Idioma: por
Título da fonte: Estudos em Avaliação Educacional
Texto Completo: https://publicacoes.fcc.org.br/eae/article/view/5751
Resumo: This article analyzes the specific features of Special Education Service (AEE) in Brazil and its organization in the São Paulo state education system based on its implementation in a public school in the National Special Education Policy from the perspective of Inclusive Education. The study used a qualitative intervention approach in three phases: 1) observation of pedagogical practices in the AEE and in the regular classroom; 2) interviews with two teachers who collaborated with the study; and 3) intervention in the regular classroom through the Project Methodology. We concluded that the policy was being implemented in the context of special education; however, the segregation of school spaces hindered an inclusive and collaborative pedagogical work between the professionals involved. 
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spelling Policy, actors and implementation: an analysis of special education servicePolítica, actores e implementación: análisis del atendimiento educacional especializadoPolítica, atores e implementação: análise do atendimento educacional especializadoPolíticas PúblicasEducação EspecialEducação InclusivaAtendimento Educacional EspecializadoPolíticas PúblicasEducación EspecialEducación InclusivaAtendimiento Educacional EspecializadoPublic PolicySpecial EducationInclusive EducationSpecial Education ServiceThis article analyzes the specific features of Special Education Service (AEE) in Brazil and its organization in the São Paulo state education system based on its implementation in a public school in the National Special Education Policy from the perspective of Inclusive Education. The study used a qualitative intervention approach in three phases: 1) observation of pedagogical practices in the AEE and in the regular classroom; 2) interviews with two teachers who collaborated with the study; and 3) intervention in the regular classroom through the Project Methodology. We concluded that the policy was being implemented in the context of special education; however, the segregation of school spaces hindered an inclusive and collaborative pedagogical work between the professionals involved. El presente artículo analiza la implementación, en una escuela pública en São Paulo, de la Política Nacional de Educación Especial desde la perspectiva de la Educación Inclusiva sobre las especificidades del Atendimiento Educacional Especializado (AEE) en Brasil y su organización en la red pública del Estado de São Paulo. Se utilizó la investigación cualitativa del tipo de intervención desarrollada en base a tres fases: 1) observación de las prácticas pedagógicas en el AEE y en el aula común; 2) entrevista con dos profesoras colaboradoras en la investigación; y 3) intervención en el aula común por medio de la Metodología de Proyectos. Se concluyó que la implementación de la política ocurría en el funcionamiento de la atención especializada; en cambio, la segregación de los espacios escolares obstaculizaba un trabajo pedagógico inclusivo y colaborativo entre los profesionales.Este artigo analisa as especificidades do Atendimento Educacional Especializado (AEE) no Brasil e a sua organização na rede pública do Estado de São Paulo a partir da implementação em uma escola pública da Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva, utilizando a pesquisa qualitativa de intervenção em três fases: 1) observação das práticas pedagógicas no AEE e na sala de aula comum; 2) entrevista com duas professoras colaboradoras da pesquisa; e 3) intervenção na sala de aula comum por meio da Metodologia de Projetos. Concluiu-se que a implementação da política ocorria no funcionamento do atendimento especializado; no entanto, a segregação dos espaços escolares dificultava um trabalho pedagógico inclusivo e colaborativo entre os profissionais.Fundação Carlos Chagas2020-07-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://publicacoes.fcc.org.br/eae/article/view/575110.18222/eae.v31i76.5751Estudos em Avaliação Educacional; Vol. 31 No. 76 (2020): jan./abr. 2020; 195-218Estudos em Avaliação Educacional; Vol. 31 Núm. 76 (2020): jan./abr. 2020; 195-218Estudos em Avaliação Educacional; Vol. 31 No. 76 (2020): jan./abr. 2020; 195-218Estudos em Avaliação Educacional; V. 31 N. 76 (2020): jan./abr. 2020; 195-218Estudos em Avaliação Educacional; v. 31 n. 76 (2020): jan./abr. 2020; 195-2181984-932X0103-6831reponame:Estudos em Avaliação Educacionalinstname:Fundação Carlos Chagas (FCC)instacron:FCCporhttps://publicacoes.fcc.org.br/eae/article/view/5751/3968Copyright (c) 2020 Estudos em Avaliação Educacionalhttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessRocha, Naiara ChiericiSchlünzen, Elisa Tomoe Moriya2024-01-24T13:51:42Zoai:ojs.publicacoes.fcc.org.br:article/5751Revistahttp://publicacoes.fcc.org.br/ojs/index.php/eae/indexONGhttp://publicacoes.fcc.org.br/ojs/index.php/eae/oaieae@fcc.org.br||ngimenes@fcc.org.br1984-932X0103-6831opendoar:2024-01-24T13:51:42Estudos em Avaliação Educacional - Fundação Carlos Chagas (FCC)false
dc.title.none.fl_str_mv Policy, actors and implementation: an analysis of special education service
Política, actores e implementación: análisis del atendimiento educacional especializado
Política, atores e implementação: análise do atendimento educacional especializado
title Policy, actors and implementation: an analysis of special education service
spellingShingle Policy, actors and implementation: an analysis of special education service
Rocha, Naiara Chierici
Políticas Públicas
Educação Especial
Educação Inclusiva
Atendimento Educacional Especializado
Políticas Públicas
Educación Especial
Educación Inclusiva
Atendimiento Educacional Especializado
Public Policy
Special Education
Inclusive Education
Special Education Service
title_short Policy, actors and implementation: an analysis of special education service
title_full Policy, actors and implementation: an analysis of special education service
title_fullStr Policy, actors and implementation: an analysis of special education service
title_full_unstemmed Policy, actors and implementation: an analysis of special education service
title_sort Policy, actors and implementation: an analysis of special education service
author Rocha, Naiara Chierici
author_facet Rocha, Naiara Chierici
Schlünzen, Elisa Tomoe Moriya
author_role author
author2 Schlünzen, Elisa Tomoe Moriya
author2_role author
dc.contributor.author.fl_str_mv Rocha, Naiara Chierici
Schlünzen, Elisa Tomoe Moriya
dc.subject.por.fl_str_mv Políticas Públicas
Educação Especial
Educação Inclusiva
Atendimento Educacional Especializado
Políticas Públicas
Educación Especial
Educación Inclusiva
Atendimiento Educacional Especializado
Public Policy
Special Education
Inclusive Education
Special Education Service
topic Políticas Públicas
Educação Especial
Educação Inclusiva
Atendimento Educacional Especializado
Políticas Públicas
Educación Especial
Educación Inclusiva
Atendimiento Educacional Especializado
Public Policy
Special Education
Inclusive Education
Special Education Service
description This article analyzes the specific features of Special Education Service (AEE) in Brazil and its organization in the São Paulo state education system based on its implementation in a public school in the National Special Education Policy from the perspective of Inclusive Education. The study used a qualitative intervention approach in three phases: 1) observation of pedagogical practices in the AEE and in the regular classroom; 2) interviews with two teachers who collaborated with the study; and 3) intervention in the regular classroom through the Project Methodology. We concluded that the policy was being implemented in the context of special education; however, the segregation of school spaces hindered an inclusive and collaborative pedagogical work between the professionals involved. 
publishDate 2020
dc.date.none.fl_str_mv 2020-07-03
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://publicacoes.fcc.org.br/eae/article/view/5751
10.18222/eae.v31i76.5751
url https://publicacoes.fcc.org.br/eae/article/view/5751
identifier_str_mv 10.18222/eae.v31i76.5751
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://publicacoes.fcc.org.br/eae/article/view/5751/3968
dc.rights.driver.fl_str_mv Copyright (c) 2020 Estudos em Avaliação Educacional
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Estudos em Avaliação Educacional
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Fundação Carlos Chagas
publisher.none.fl_str_mv Fundação Carlos Chagas
dc.source.none.fl_str_mv Estudos em Avaliação Educacional; Vol. 31 No. 76 (2020): jan./abr. 2020; 195-218
Estudos em Avaliação Educacional; Vol. 31 Núm. 76 (2020): jan./abr. 2020; 195-218
Estudos em Avaliação Educacional; Vol. 31 No. 76 (2020): jan./abr. 2020; 195-218
Estudos em Avaliação Educacional; V. 31 N. 76 (2020): jan./abr. 2020; 195-218
Estudos em Avaliação Educacional; v. 31 n. 76 (2020): jan./abr. 2020; 195-218
1984-932X
0103-6831
reponame:Estudos em Avaliação Educacional
instname:Fundação Carlos Chagas (FCC)
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instname_str Fundação Carlos Chagas (FCC)
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institution FCC
reponame_str Estudos em Avaliação Educacional
collection Estudos em Avaliação Educacional
repository.name.fl_str_mv Estudos em Avaliação Educacional - Fundação Carlos Chagas (FCC)
repository.mail.fl_str_mv eae@fcc.org.br||ngimenes@fcc.org.br
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