Ações colaborativas entre atendimento educacional especializado e educação física: possibilidades para inclusão escolar
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/17715 |
Resumo: | The Specialized Educational Service (SES) is a support service developed by a specialized professional who, in partnership with regular school teachers, verifies the barriers to learning, establishing suitable environments and ways of working that make the learning process effective for students Target Audience Special Education (TASE). The Educational Physical Education (EPE) proposes the effective participation of all students in classes, including students with disabilities, offering equal opportunities. However, is questioned how the relationship between EPE and SES has been established (or not). Based on this assumption, the present research had the general objective of analyzing the interface between SES teachers and EPE teachers in the context of learning for students with disabilities and proposing moments of interaction and articulation that enable a collaborative partnership, in two public schools. Whit a qualitative perspective, the collaborative research was used as a method. In addition to the researcher, an SES teacher and a PE teacher from the municipal network of a medium-sized city in the interior of São Paulo participated in this research, and an SES teacher and a PE teacher from the state network of a small city, also from the interior of São Paulo, in addition to their respective students with disabilities. Data collection procedures were organized based on three stages: identification of the difficulties faced by PE teachers for the participation of students with disabilities in the context of classes; development of collaborative actions; and assessment. As a data collection instrument a documentary source was used, associated with semi-structured interview techniques and observation of the practices of PE teachers. To assess the impacts of this partnership between, those who research, those who support and those who teach PE, was used thematic analysis. As a result it was identified that actions carried out in partnerships between the two areas of knowledge are origins in the context of PE classes and in the SES, although difficulties related to the establishment of collaborative work were found. It is concluded that, despite the restrictions faced, partnership actions can help to modify and transform the practice and reality of teachers and students with disabilities, since it was possible to identify, even if subtle, emotional effects on the improvement of participation and learning of these students. It was also possible to verify that the interaction between the PE teacher and the SES teacher constitutes a possibility of support, which helps in overcoming the difficulties and anxieties related to school inclusion. |
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Pavão, Rita de Cássia de AlmeidaMunster, Mey de Abreu Vanhttp://lattes.cnpq.br/7861049737421476http://lattes.cnpq.br/88875639666492725abb5a30-3eb7-40d2-a95a-20a07b94354d2023-04-12T18:46:47Z2023-04-12T18:46:47Z2023-02-28PAVÃO, Rita de Cássia de Almeida. Ações colaborativas entre atendimento educacional especializado e educação física: possibilidades para inclusão escolar. 2023. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2023. Disponível em: https://repositorio.ufscar.br/handle/ufscar/17715.https://repositorio.ufscar.br/handle/ufscar/17715The Specialized Educational Service (SES) is a support service developed by a specialized professional who, in partnership with regular school teachers, verifies the barriers to learning, establishing suitable environments and ways of working that make the learning process effective for students Target Audience Special Education (TASE). The Educational Physical Education (EPE) proposes the effective participation of all students in classes, including students with disabilities, offering equal opportunities. However, is questioned how the relationship between EPE and SES has been established (or not). Based on this assumption, the present research had the general objective of analyzing the interface between SES teachers and EPE teachers in the context of learning for students with disabilities and proposing moments of interaction and articulation that enable a collaborative partnership, in two public schools. Whit a qualitative perspective, the collaborative research was used as a method. In addition to the researcher, an SES teacher and a PE teacher from the municipal network of a medium-sized city in the interior of São Paulo participated in this research, and an SES teacher and a PE teacher from the state network of a small city, also from the interior of São Paulo, in addition to their respective students with disabilities. Data collection procedures were organized based on three stages: identification of the difficulties faced by PE teachers for the participation of students with disabilities in the context of classes; development of collaborative actions; and assessment. As a data collection instrument a documentary source was used, associated with semi-structured interview techniques and observation of the practices of PE teachers. To assess the impacts of this partnership between, those who research, those who support and those who teach PE, was used thematic analysis. As a result it was identified that actions carried out in partnerships between the two areas of knowledge are origins in the context of PE classes and in the SES, although difficulties related to the establishment of collaborative work were found. It is concluded that, despite the restrictions faced, partnership actions can help to modify and transform the practice and reality of teachers and students with disabilities, since it was possible to identify, even if subtle, emotional effects on the improvement of participation and learning of these students. It was also possible to verify that the interaction between the PE teacher and the SES teacher constitutes a possibility of support, which helps in overcoming the difficulties and anxieties related to school inclusion.O Atendimento Educacional Especializado (AEE) é um serviço de apoio desenvolvido por um profissional especializado que, em parceria com professores do ensino regular, verifica as barreiras para a aprendizagem, estabelecendo ambientes e formas de trabalho adequadas que efetivem o aprendizado dos estudantes pertencentes ao Público-Alvo da Educação Especial (PAEE). A Educação Física Escolar (EFE) tem como proposta a participação efetiva de todos os alunos nas aulas, inclusive estudantes com deficiência, oferecendo igualdade de oportunidades. Todavia, questiona-se de que forma tem sido estabelecida (ou não) a relação entre EFE e AEE. Partindo deste pressuposto, a presente pesquisa teve como objetivo geral analisar a interface entre os professores do AEE e Educação Física (EF) no contexto da aprendizagem de estudantes com deficiência e propor momentos de interação e articulação que possibilitem uma parceria colaborativa, em duas escolas públicas do Estado de São Paulo, provenientes da rede municipal e estadual em municípios do interior paulista. Sob perspectiva qualitativa, foi utilizado como método a pesquisa colaborativa. Além da pesquisadora, participaram deste estudo, dois professores do AEE, dois professores de EF e três estudantes com deficiência. Os procedimentos de coleta de dados foram organizados a partir de três etapas: identificação das dificuldades enfrentadas pelos professores de EF para a participação do estudante com deficiência no contexto das aulas; desenvolvimento das ações colaborativas e; avaliação. Como instrumento de coleta de dados foi empregada fonte documental em associação às técnicas de entrevista semiestruturada e; observação das práticas dos professores de EF. Para avaliar os impactos dessa parceria entre quem pesquisa, quem apoia e quem leciona EF, foi empregada a análise temática. Os resultados permitiram concluir que, apesar das dificuldades enfrentadas no cotidiano, ações em parceria podem auxiliar a modificar e transformar a prática e a realidade dos professores de EF e estudantes com deficiência, visto que foi possível identificar melhoria da participação e aprendizagem dos alunos envolvidos no estudo. Foi possível constatar também que a interação entre professor de EF e professor do AEE se constitui como uma possibilidade de suporte, que auxilia na superação das dificuldades, inseguranças e angústias relacionadas à inclusão escolar.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarAttribution-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nd/3.0/br/info:eu-repo/semantics/openAccessEducação epecialEducação física escolarAtendimento educacional especializadoTrabalho colaborativoEducação InclusivaSpecial educationEducational physical educationSpecialized educational serviceCollaborative workInclusive educationCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAOAções colaborativas entre atendimento educacional especializado e educação física: possibilidades para inclusão escolarCollaborative partnerships between specialized educational services and physical education: possibilities for school inclusioninfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis60060017a7b305-0848-41e0-8941-0a8be2edf978reponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALdissertacao_bco.pdfdissertacao_bco.pdfapplication/pdf2174966https://repositorio.ufscar.br/bitstream/ufscar/17715/1/dissertacao_bco.pdf78e4f403750fa05a5dde4a4767bc5e40MD51Autorização para autodepósito.pdfAutorização para autodepósito.pdfapplication/pdf143490https://repositorio.ufscar.br/bitstream/ufscar/17715/3/Autoriza%c3%a7%c3%a3o%20para%20autodep%c3%b3sito.pdf88f40fd485940729bf35059d3a61780eMD53CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8804https://repositorio.ufscar.br/bitstream/ufscar/17715/4/license_rdf4774e414fb27824b0dfca5f33e4ff24fMD54TEXTdissertacao_bco.pdf.txtdissertacao_bco.pdf.txtExtracted texttext/plain300081https://repositorio.ufscar.br/bitstream/ufscar/17715/5/dissertacao_bco.pdf.txt18f488c472b0b2f8f4c0ab9f91d2fe7eMD55Autorização para autodepósito.pdf.txtAutorização para autodepósito.pdf.txtExtracted texttext/plain1881https://repositorio.ufscar.br/bitstream/ufscar/17715/7/Autoriza%c3%a7%c3%a3o%20para%20autodep%c3%b3sito.pdf.txtc4b3fa8c56b8fbe03acd84aadf71ca68MD57THUMBNAILdissertacao_bco.pdf.jpgdissertacao_bco.pdf.jpgIM Thumbnailimage/jpeg8372https://repositorio.ufscar.br/bitstream/ufscar/17715/6/dissertacao_bco.pdf.jpg444421de4e670655f6b4299f014171ceMD56Autorização para autodepósito.pdf.jpgAutorização para autodepósito.pdf.jpgIM Thumbnailimage/jpeg13934https://repositorio.ufscar.br/bitstream/ufscar/17715/8/Autoriza%c3%a7%c3%a3o%20para%20autodep%c3%b3sito.pdf.jpgd49c71af7a873f671eb0b12bff837ed7MD58ufscar/177152023-09-18 18:32:35.72oai:repositorio.ufscar.br:ufscar/17715Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:32:35Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Ações colaborativas entre atendimento educacional especializado e educação física: possibilidades para inclusão escolar |
dc.title.alternative.eng.fl_str_mv |
Collaborative partnerships between specialized educational services and physical education: possibilities for school inclusion |
title |
Ações colaborativas entre atendimento educacional especializado e educação física: possibilidades para inclusão escolar |
spellingShingle |
Ações colaborativas entre atendimento educacional especializado e educação física: possibilidades para inclusão escolar Pavão, Rita de Cássia de Almeida Educação epecial Educação física escolar Atendimento educacional especializado Trabalho colaborativo Educação Inclusiva Special education Educational physical education Specialized educational service Collaborative work Inclusive education CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
title_short |
Ações colaborativas entre atendimento educacional especializado e educação física: possibilidades para inclusão escolar |
title_full |
Ações colaborativas entre atendimento educacional especializado e educação física: possibilidades para inclusão escolar |
title_fullStr |
Ações colaborativas entre atendimento educacional especializado e educação física: possibilidades para inclusão escolar |
title_full_unstemmed |
Ações colaborativas entre atendimento educacional especializado e educação física: possibilidades para inclusão escolar |
title_sort |
Ações colaborativas entre atendimento educacional especializado e educação física: possibilidades para inclusão escolar |
author |
Pavão, Rita de Cássia de Almeida |
author_facet |
Pavão, Rita de Cássia de Almeida |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/8887563966649272 |
dc.contributor.author.fl_str_mv |
Pavão, Rita de Cássia de Almeida |
dc.contributor.advisor1.fl_str_mv |
Munster, Mey de Abreu Van |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7861049737421476 |
dc.contributor.authorID.fl_str_mv |
5abb5a30-3eb7-40d2-a95a-20a07b94354d |
contributor_str_mv |
Munster, Mey de Abreu Van |
dc.subject.por.fl_str_mv |
Educação epecial Educação física escolar Atendimento educacional especializado Trabalho colaborativo Educação Inclusiva |
topic |
Educação epecial Educação física escolar Atendimento educacional especializado Trabalho colaborativo Educação Inclusiva Special education Educational physical education Specialized educational service Collaborative work Inclusive education CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
dc.subject.eng.fl_str_mv |
Special education Educational physical education Specialized educational service Collaborative work Inclusive education |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
description |
The Specialized Educational Service (SES) is a support service developed by a specialized professional who, in partnership with regular school teachers, verifies the barriers to learning, establishing suitable environments and ways of working that make the learning process effective for students Target Audience Special Education (TASE). The Educational Physical Education (EPE) proposes the effective participation of all students in classes, including students with disabilities, offering equal opportunities. However, is questioned how the relationship between EPE and SES has been established (or not). Based on this assumption, the present research had the general objective of analyzing the interface between SES teachers and EPE teachers in the context of learning for students with disabilities and proposing moments of interaction and articulation that enable a collaborative partnership, in two public schools. Whit a qualitative perspective, the collaborative research was used as a method. In addition to the researcher, an SES teacher and a PE teacher from the municipal network of a medium-sized city in the interior of São Paulo participated in this research, and an SES teacher and a PE teacher from the state network of a small city, also from the interior of São Paulo, in addition to their respective students with disabilities. Data collection procedures were organized based on three stages: identification of the difficulties faced by PE teachers for the participation of students with disabilities in the context of classes; development of collaborative actions; and assessment. As a data collection instrument a documentary source was used, associated with semi-structured interview techniques and observation of the practices of PE teachers. To assess the impacts of this partnership between, those who research, those who support and those who teach PE, was used thematic analysis. As a result it was identified that actions carried out in partnerships between the two areas of knowledge are origins in the context of PE classes and in the SES, although difficulties related to the establishment of collaborative work were found. It is concluded that, despite the restrictions faced, partnership actions can help to modify and transform the practice and reality of teachers and students with disabilities, since it was possible to identify, even if subtle, emotional effects on the improvement of participation and learning of these students. It was also possible to verify that the interaction between the PE teacher and the SES teacher constitutes a possibility of support, which helps in overcoming the difficulties and anxieties related to school inclusion. |
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2023 |
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2023-04-12T18:46:47Z |
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2023-04-12T18:46:47Z |
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2023-02-28 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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PAVÃO, Rita de Cássia de Almeida. Ações colaborativas entre atendimento educacional especializado e educação física: possibilidades para inclusão escolar. 2023. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2023. Disponível em: https://repositorio.ufscar.br/handle/ufscar/17715. |
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https://repositorio.ufscar.br/handle/ufscar/17715 |
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PAVÃO, Rita de Cássia de Almeida. Ações colaborativas entre atendimento educacional especializado e educação física: possibilidades para inclusão escolar. 2023. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2023. Disponível em: https://repositorio.ufscar.br/handle/ufscar/17715. |
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Universidade Federal de São Carlos Câmpus São Carlos |
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Programa de Pós-Graduação em Educação Especial - PPGEEs |
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