Avaliação da política de inclusão escolar em um município na perspectiva de professores
Autor(a) principal: | |
---|---|
Data de Publicação: | 2020 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/14053 |
Resumo: | This study is part of a bigger multimethod project that had the objective of analyzing the school inclusion policy within a city from São Paulo State (Brazil) using the Policy Cycle Approach (PCA). This research focused specifically in the teacher’s perspectives. In order to do so, three studies were elaborated. The first one focused on the context of international and local influence, realizing an integrative literature review and individual interviews with former staff members of the local education department. The second study investigated the context of text production, analyzing official documents within national (94 texts) and local (26 texts) levels. The third study analyzed the context of practice with 53 teachers from regular classrooms and 8 specialized teachers through: 1) individual and structured interviews, and 2) focus groups. Data about the context of influence highlighted how multilateral agencies influence policy guidelines about special education in Brazil by means of conferences and declarations. The local context analysis showed that the city policies followed the national movement adhering the national policy with strong presence of the third sector specialized institutions. In the context of text production analysis within the national sphere, four historic periods stood out: a) 2003-2006: starting the speech about schooling of students with special needs; b) 2007-2010: radicalism and confrontation tone which was softened along the period; c) 2011-2016: confrontation between the philanthropic institutions movement and the private education sector; and, d) 2016-2019: polarization between reviewing or not reviewing the national policy of special education in Brazil. The context of text production in the local scope showed three important groups of documents that aimed: a) To regulate the Special Educational Service within regular schools; b) To regulate the cooperation financial agreement with the private specialized institutions; c) To elaborate the Municipality Plan of Education and its monitoring reports. The data showed that the city studied firstly adhered to the national policy, but over the years there, translations and interpretations of their own started being used. The context of practice, analyzed through contextual dimensions with its own indicators, evidenced as the main challenges: demand for teacher training within special education field and lack of workload to collaborative planning between regular teachers and special education teachers. This reality resulted in difficulties within educational practices and the learning evaluations of students with special needs. The indicators about self-evaluation, degree of knowledge and training needs highlighted problems associated with understanding the special education policy and practice with students with special needs. Special Education teachers tended to give better evaluation to the policy when compared with regular teachers, this result can be explained by their qualification being mostly for the topic and, mainly, by the differences in their work conditions and the lack of support to the regular classrooms. Suggestions that the evaluation of the special education policy can yield better indicators stem from the elaboration of programs for continuing education, changes within the systematic support of the special education teacher with emphasis in the support directed to regular classroom teachers, and material investment to improve learning spaces for students with special needs. It is expected that this study adds to the enhancement of research tools and methodologies to evaluate the Brazilian school inclusion policy and to improve studies about educational policies in Brazil. |
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Santos, VivianMendes, Enicéia Gonçalveshttp://lattes.cnpq.br/3897627554738983http://lattes.cnpq.br/2658245807750269a31fd88a-c922-4ecd-8169-bc3d36cb34652021-03-30T16:27:59Z2021-03-30T16:27:59Z2020-06-30SANTOS, Vivian. Avaliação da política de inclusão escolar em um município na perspectiva de professores. 2020. Tese (Doutorado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2020. Disponível em: https://repositorio.ufscar.br/handle/ufscar/14053.https://repositorio.ufscar.br/handle/ufscar/14053This study is part of a bigger multimethod project that had the objective of analyzing the school inclusion policy within a city from São Paulo State (Brazil) using the Policy Cycle Approach (PCA). This research focused specifically in the teacher’s perspectives. In order to do so, three studies were elaborated. The first one focused on the context of international and local influence, realizing an integrative literature review and individual interviews with former staff members of the local education department. The second study investigated the context of text production, analyzing official documents within national (94 texts) and local (26 texts) levels. The third study analyzed the context of practice with 53 teachers from regular classrooms and 8 specialized teachers through: 1) individual and structured interviews, and 2) focus groups. Data about the context of influence highlighted how multilateral agencies influence policy guidelines about special education in Brazil by means of conferences and declarations. The local context analysis showed that the city policies followed the national movement adhering the national policy with strong presence of the third sector specialized institutions. In the context of text production analysis within the national sphere, four historic periods stood out: a) 2003-2006: starting the speech about schooling of students with special needs; b) 2007-2010: radicalism and confrontation tone which was softened along the period; c) 2011-2016: confrontation between the philanthropic institutions movement and the private education sector; and, d) 2016-2019: polarization between reviewing or not reviewing the national policy of special education in Brazil. The context of text production in the local scope showed three important groups of documents that aimed: a) To regulate the Special Educational Service within regular schools; b) To regulate the cooperation financial agreement with the private specialized institutions; c) To elaborate the Municipality Plan of Education and its monitoring reports. The data showed that the city studied firstly adhered to the national policy, but over the years there, translations and interpretations of their own started being used. The context of practice, analyzed through contextual dimensions with its own indicators, evidenced as the main challenges: demand for teacher training within special education field and lack of workload to collaborative planning between regular teachers and special education teachers. This reality resulted in difficulties within educational practices and the learning evaluations of students with special needs. The indicators about self-evaluation, degree of knowledge and training needs highlighted problems associated with understanding the special education policy and practice with students with special needs. Special Education teachers tended to give better evaluation to the policy when compared with regular teachers, this result can be explained by their qualification being mostly for the topic and, mainly, by the differences in their work conditions and the lack of support to the regular classrooms. Suggestions that the evaluation of the special education policy can yield better indicators stem from the elaboration of programs for continuing education, changes within the systematic support of the special education teacher with emphasis in the support directed to regular classroom teachers, and material investment to improve learning spaces for students with special needs. It is expected that this study adds to the enhancement of research tools and methodologies to evaluate the Brazilian school inclusion policy and to improve studies about educational policies in Brazil.Este estudo é parte de um projeto mais amplo que teve como objetivo analisar multidimensionalmente, sob a ótica da Abordagem do Ciclo de Políticas (ACP), a política de inclusão escolar em um munícipio paulista sob a ótica de diferentes atores, sendo que a presente pesquisa focalizou, especificamente, na perspectiva dos professores. A pesquisa foi desenvolvida em uma rede municipal, envolvendo três estudos. O primeiro estudo, do contexto de influência internacional e local, envolvendo uma revisão integrativa da literatura e entrevistas individuais com ex-funcionários da educação no município. No segundo estudo, do contexto de produção de textos, analisou-se publicações oficiais dos âmbitos nacional (94 textos) e municipal (26 textos). No terceiro estudo, do contexto de prática, foram aplicados questionários fechados com professores da classe comum e do Atendimento Educacional Especializado (AEE), por meio de entrevistas individuais com questionários estruturados e grupos focais envolvendo 53 professores de classe comum, e oito professores do AEE. Do contexto de influência destaca-se o quanto os organismos multilaterais, com suas conferências e declarações, influenciaram as diretrizes políticas de educação especial no Brasil. No âmbito local observou-se que o munícipio seguiu o movimento nacional aderindo à política, mas sempre com forte presença da instituição especializada do terceiro setor. No que tange ao contexto de produção de texto nacional, destacam-se quatro períodos históricos no âmbito nacional de mudanças na política de escolarização de estudante do público-alvo da Educação Especial (PAEE), de acordo com o que sinalizaram os documentos: a)2003-2006: o discurso da inclusão escolar se radicaliza no país a partir de 2004; b) 2007-2010: evidencia radicalismos e tom de confrontação que se ameniza ao longo do tempo; c) 2011-2016: marcado por enfrentamentos com a oposição no congresso nacional, o movimento das instituições filantrópicas e o setor privado da educação e; d) 2016-2019: marcado pela polarização, entre revisar ou manter a política nacional de Educação Especial. No âmbito local, o contexto de produção de texto evidenciou três conjuntos importantes de documentos que visavam: a) regulamentar o AEE; b) regulamentar o convênio de cooperação financeira com a instituição especializada e; c) traçar o plano municipal de educação e fazer relatórios de acompanhamento. Observou-se que o município em questão, mesmo tendo aderido à política nacional num primeiro momento, ao longo do tempo teve traduções e interpretações próprias. O contexto de prática, analisado através das dimensões contextuais com seus indicadores, evidenciou como principais desafios: demanda por formação de professores na área de educação especial e falta de carga horária destinada para um planejamento colaborativo entre as professoras de classe comum e do AEE. Tal contexto acarretava dificuldades nas práticas pedagógicas e nas avaliações de aprendizagem dos estudantes do PAEE. Os indicadores de autoavaliação do trabalho docente, do grau de conhecimento e necessidade formativa evidenciaram problemas no tocante à compreensão da política de inclusão escolar e atuação junto aos alunos PAEE. Professores do AEE tenderam a avaliar melhor a política, em comparação com os professores da classe comum e isso se explica não só pela formação mais qualificada, mas principalmente, pelas diferenças nas condições de trabalho e falta de apoios na classe comum. Sugere-se que a avaliação da política possa produzir melhores indicadores a partir de provisões de programas de formação continuada, mudanças na sistemática de apoio do professor do AEE com ênfase no suporte voltado aos professores da classe comum e investimentos materiais para melhoria dos espaços de aprendizado dos alunos PAEE. Espera-se que este estudo contribua para o aprimoramento de instrumentos e metodologias para avaliação multidimensional da política de inclusão escolar no país e para o aprimoramento dos estudos sobre políticas educacionais.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)CAPES: Código de Financiamento 001FAPESP: 2017/20136-5porUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessEducação EspecialPolítica de inclusão escolarAbordagem do ciclo de políticasSpecial EducationScholar inclusion policyPolicy cycle approachCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAOAvaliação da política de inclusão escolar em um município na perspectiva de professoresTeachers perspectives about the evaluation of the school Inclusion policy in a brazilian cityinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis6003ed1db7c-9efd-477c-babb-fe4fa24cbf3creponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufscar.br/bitstream/ufscar/14053/3/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD53ORIGINALTese_Vivian_Santos_2020_Ufscar_CORRIGIDO.pdfTese_Vivian_Santos_2020_Ufscar_CORRIGIDO.pdfTeseapplication/pdf4525623https://repositorio.ufscar.br/bitstream/ufscar/14053/4/Tese_Vivian_Santos_2020_Ufscar_CORRIGIDO.pdf98751754e600071eebe870da12e21e59MD54Autorizacao.pdfAutorizacao.pdfCarta comprovanteapplication/pdf194543https://repositorio.ufscar.br/bitstream/ufscar/14053/5/Autorizacao.pdf04f85ec339d1f2fcd222af5d91523189MD55TEXTTese_Vivian_Santos_2020_Ufscar_CORRIGIDO.pdf.txtTese_Vivian_Santos_2020_Ufscar_CORRIGIDO.pdf.txtExtracted texttext/plain1080051https://repositorio.ufscar.br/bitstream/ufscar/14053/6/Tese_Vivian_Santos_2020_Ufscar_CORRIGIDO.pdf.txt4f2d0e38d0d212bd654e738169d6dbcbMD56Autorizacao.pdf.txtAutorizacao.pdf.txtExtracted texttext/plain1810https://repositorio.ufscar.br/bitstream/ufscar/14053/8/Autorizacao.pdf.txtfcb52ff309d2616790582d398e6ed33dMD58THUMBNAILTese_Vivian_Santos_2020_Ufscar_CORRIGIDO.pdf.jpgTese_Vivian_Santos_2020_Ufscar_CORRIGIDO.pdf.jpgIM Thumbnailimage/jpeg5279https://repositorio.ufscar.br/bitstream/ufscar/14053/7/Tese_Vivian_Santos_2020_Ufscar_CORRIGIDO.pdf.jpg0c1fd9d201df35684f9d67f1e85f5551MD57Autorizacao.pdf.jpgAutorizacao.pdf.jpgIM Thumbnailimage/jpeg12471https://repositorio.ufscar.br/bitstream/ufscar/14053/9/Autorizacao.pdf.jpg70524e60d1cf48590c63d6c23eb93473MD59ufscar/140532023-09-18 18:32:09.036oai:repositorio.ufscar.br:ufscar/14053Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:32:09Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Avaliação da política de inclusão escolar em um município na perspectiva de professores |
dc.title.alternative.eng.fl_str_mv |
Teachers perspectives about the evaluation of the school Inclusion policy in a brazilian city |
title |
Avaliação da política de inclusão escolar em um município na perspectiva de professores |
spellingShingle |
Avaliação da política de inclusão escolar em um município na perspectiva de professores Santos, Vivian Educação Especial Política de inclusão escolar Abordagem do ciclo de políticas Special Education Scholar inclusion policy Policy cycle approach CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
title_short |
Avaliação da política de inclusão escolar em um município na perspectiva de professores |
title_full |
Avaliação da política de inclusão escolar em um município na perspectiva de professores |
title_fullStr |
Avaliação da política de inclusão escolar em um município na perspectiva de professores |
title_full_unstemmed |
Avaliação da política de inclusão escolar em um município na perspectiva de professores |
title_sort |
Avaliação da política de inclusão escolar em um município na perspectiva de professores |
author |
Santos, Vivian |
author_facet |
Santos, Vivian |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/2658245807750269 |
dc.contributor.author.fl_str_mv |
Santos, Vivian |
dc.contributor.advisor1.fl_str_mv |
Mendes, Enicéia Gonçalves |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3897627554738983 |
dc.contributor.authorID.fl_str_mv |
a31fd88a-c922-4ecd-8169-bc3d36cb3465 |
contributor_str_mv |
Mendes, Enicéia Gonçalves |
dc.subject.por.fl_str_mv |
Educação Especial Política de inclusão escolar Abordagem do ciclo de políticas |
topic |
Educação Especial Política de inclusão escolar Abordagem do ciclo de políticas Special Education Scholar inclusion policy Policy cycle approach CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
dc.subject.eng.fl_str_mv |
Special Education Scholar inclusion policy Policy cycle approach |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
description |
This study is part of a bigger multimethod project that had the objective of analyzing the school inclusion policy within a city from São Paulo State (Brazil) using the Policy Cycle Approach (PCA). This research focused specifically in the teacher’s perspectives. In order to do so, three studies were elaborated. The first one focused on the context of international and local influence, realizing an integrative literature review and individual interviews with former staff members of the local education department. The second study investigated the context of text production, analyzing official documents within national (94 texts) and local (26 texts) levels. The third study analyzed the context of practice with 53 teachers from regular classrooms and 8 specialized teachers through: 1) individual and structured interviews, and 2) focus groups. Data about the context of influence highlighted how multilateral agencies influence policy guidelines about special education in Brazil by means of conferences and declarations. The local context analysis showed that the city policies followed the national movement adhering the national policy with strong presence of the third sector specialized institutions. In the context of text production analysis within the national sphere, four historic periods stood out: a) 2003-2006: starting the speech about schooling of students with special needs; b) 2007-2010: radicalism and confrontation tone which was softened along the period; c) 2011-2016: confrontation between the philanthropic institutions movement and the private education sector; and, d) 2016-2019: polarization between reviewing or not reviewing the national policy of special education in Brazil. The context of text production in the local scope showed three important groups of documents that aimed: a) To regulate the Special Educational Service within regular schools; b) To regulate the cooperation financial agreement with the private specialized institutions; c) To elaborate the Municipality Plan of Education and its monitoring reports. The data showed that the city studied firstly adhered to the national policy, but over the years there, translations and interpretations of their own started being used. The context of practice, analyzed through contextual dimensions with its own indicators, evidenced as the main challenges: demand for teacher training within special education field and lack of workload to collaborative planning between regular teachers and special education teachers. This reality resulted in difficulties within educational practices and the learning evaluations of students with special needs. The indicators about self-evaluation, degree of knowledge and training needs highlighted problems associated with understanding the special education policy and practice with students with special needs. Special Education teachers tended to give better evaluation to the policy when compared with regular teachers, this result can be explained by their qualification being mostly for the topic and, mainly, by the differences in their work conditions and the lack of support to the regular classrooms. Suggestions that the evaluation of the special education policy can yield better indicators stem from the elaboration of programs for continuing education, changes within the systematic support of the special education teacher with emphasis in the support directed to regular classroom teachers, and material investment to improve learning spaces for students with special needs. It is expected that this study adds to the enhancement of research tools and methodologies to evaluate the Brazilian school inclusion policy and to improve studies about educational policies in Brazil. |
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2020 |
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2020-06-30 |
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2021-03-30T16:27:59Z |
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2021-03-30T16:27:59Z |
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SANTOS, Vivian. Avaliação da política de inclusão escolar em um município na perspectiva de professores. 2020. Tese (Doutorado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2020. Disponível em: https://repositorio.ufscar.br/handle/ufscar/14053. |
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https://repositorio.ufscar.br/handle/ufscar/14053 |
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SANTOS, Vivian. Avaliação da política de inclusão escolar em um município na perspectiva de professores. 2020. Tese (Doutorado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2020. Disponível em: https://repositorio.ufscar.br/handle/ufscar/14053. |
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Universidade Federal de São Carlos Câmpus São Carlos |
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Universidade Federal de São Carlos Câmpus São Carlos |
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