Policy, actors and implementation: an analysis of special education service
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | |
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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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) instacron:FCC |
instname_str |
Fundação Carlos Chagas (FCC) |
instacron_str |
FCC |
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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