Organização e funcionamento das salas de recursos multifuncionais em um município paulista
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/3101 |
Resumo: | In the current national policy for special education from Brazilian Ministry of Educational (MEC) the so-called Multifunctional Resource Classes (SRMs) have been the main locus for the Specialized Educational Services (AEE) offer in the inclusive education perspective. According to official data, from 2005 to 2010, it were available 24,301 SRMs. From this amount 17,679 were for the municipal schools, 6,532 for the state schools, and the others for the federal educational system. This action included 83% of the brazilian cities and it was implemented in 43% of the public schools with enrollment of students belonging to the target audience of the Special Education in the regular system. However, because the complex and dynamic reality involving the educational systems, it is not always that the legal provisions can be implemented in practice. From this, we can ask: how are the systems organizing to comply with the legal provision about the implementation of the SRMs in terms of the operation of these classes, the professionals and the students evaluation? How are the professionals involved implementing and evaluating the SRMs services? This is an important empirical question if one consider that the policy of SRMs implementation is recent and requires the development of researches that can improve the possibilities of pedagogical actions with the students that demand specific interventions, mainly because we adopt the education as public and subjective right. Therefore, the aim of this study is to describe and analyze jointly with educational professionals the SRMs services from a medium-sized city in the São Paulo state, to understand how these professionals are being organized to achieve the legal provisions about the AEE implementation. To answer this question, this is a qualitative and collaborative research, which is, in a first step, a documentary study to feature the policy for special education and, in a second step, based in a cycle of 10 filmed meetings with teachers using the focal groups method; The study was accomplished in the public municipal system of education from the city of Rio Claro in the State of São Paulo covering 23 SRMs teachers and/or teachers of regular classes which had students served by SRMs. Furthermore, management professionals also participate of this study. The contents of the transcribed speeches were analyzed in a jointly work with the participants and resulted in three mainly axes of analysis. The data revealed that the city is trying to attend satisfactorily the current school inclusion policy. Nevertheless, to apply the normative indicated by MEC, many difficulties were encountered. Namely: the organization of the pedagogical work of the SRMs; the requirements for the formation of the specialized teacher and of the regular education; and about the evaluation (for identifying the student, for planning the lecturing and for measuring the learning progress of the student). The results obtained allow for asking if the multifunctional resource classes, as they have worked nowadays, offer adequate support to the schooling of the students with special educational needs in the regular schools. |
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Milanesi, Josiane BeltrameMendes, Enicéia Gonçalveshttp://genos.cnpq.br:12010/dwlattes/owa/prc_imp_cv_int?f_cod=K4768474Z8http://lattes.cnpq.br/7160183383586542f23463d8-27e1-49e7-a33e-631eeee923d72016-06-02T19:46:19Z2012-05-252016-06-02T19:46:19Z2012-03-14MILANESI, Josiane Beltrame. Organization and Operation of Multifunctional Resource Classes in a São Paulo Municipality.. 2012. 185 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2012.https://repositorio.ufscar.br/handle/ufscar/3101In the current national policy for special education from Brazilian Ministry of Educational (MEC) the so-called Multifunctional Resource Classes (SRMs) have been the main locus for the Specialized Educational Services (AEE) offer in the inclusive education perspective. According to official data, from 2005 to 2010, it were available 24,301 SRMs. From this amount 17,679 were for the municipal schools, 6,532 for the state schools, and the others for the federal educational system. This action included 83% of the brazilian cities and it was implemented in 43% of the public schools with enrollment of students belonging to the target audience of the Special Education in the regular system. However, because the complex and dynamic reality involving the educational systems, it is not always that the legal provisions can be implemented in practice. From this, we can ask: how are the systems organizing to comply with the legal provision about the implementation of the SRMs in terms of the operation of these classes, the professionals and the students evaluation? How are the professionals involved implementing and evaluating the SRMs services? This is an important empirical question if one consider that the policy of SRMs implementation is recent and requires the development of researches that can improve the possibilities of pedagogical actions with the students that demand specific interventions, mainly because we adopt the education as public and subjective right. Therefore, the aim of this study is to describe and analyze jointly with educational professionals the SRMs services from a medium-sized city in the São Paulo state, to understand how these professionals are being organized to achieve the legal provisions about the AEE implementation. To answer this question, this is a qualitative and collaborative research, which is, in a first step, a documentary study to feature the policy for special education and, in a second step, based in a cycle of 10 filmed meetings with teachers using the focal groups method; The study was accomplished in the public municipal system of education from the city of Rio Claro in the State of São Paulo covering 23 SRMs teachers and/or teachers of regular classes which had students served by SRMs. Furthermore, management professionals also participate of this study. The contents of the transcribed speeches were analyzed in a jointly work with the participants and resulted in three mainly axes of analysis. The data revealed that the city is trying to attend satisfactorily the current school inclusion policy. Nevertheless, to apply the normative indicated by MEC, many difficulties were encountered. Namely: the organization of the pedagogical work of the SRMs; the requirements for the formation of the specialized teacher and of the regular education; and about the evaluation (for identifying the student, for planning the lecturing and for measuring the learning progress of the student). The results obtained allow for asking if the multifunctional resource classes, as they have worked nowadays, offer adequate support to the schooling of the students with special educational needs in the regular schools.Na atual política nacional de Educação Especial do Ministério da Educação (MEC) na perspectiva da educação inclusiva, as chamadas salas de recursos multifuncionais (SRMs) têm sido o lócus preferencial de oferta do atendimento educacional especializado (AEE). Segundo dados oficiais, no período de 2005 a 2010, foram disponibilizadas 24.301 SRMs, sendo 17.679 para a Rede Municipal, 6.532 para Rede Estadual e as demais para a Rede Federal de ensino. Essa ação contemplou 83% dos municípios brasileiros, sendo implementada em 43% das escolas públicas com matrícula de alunos público-alvo da Educação Especial, no ensino regular. No entanto, nem sempre os dispositivos legais conseguem ser implementados na prática, em virtude da realidade complexa e dinâmica que envolve os sistemas escolares. Diante disso, levantam-se as seguintes questões: como os sistemas estão se organizando para atender o dispositivo legal sobre a implementação das SRMs, em termos de funcionamento dessas salas, profissionais especializados e avaliação do aluno? Como os serviços das SRMs estão sendo implantados e avaliados pelos profissionais envolvidos neste contexto? Essas são questões empíricas importantes, se considerarmos que a política de implantação das SRMs é recente e requer o desenvolvimento de pesquisas que possam contribuir para enriquecer as possibilidades de ações pedagógicas com alunos que demandam intervenções específicas, principalmente, por adotar-se a educação como um direito público e subjetivo. Para responder a essas questões, estabeleceu-se como objetivo deste estudo, descrever e analisar, juntamente com profissionais da educação, os serviços das SRMs de um município de médio porte do interior do Estado de São Paulo, a fim de entender como esses estão sendo organizados para atender aos dispositivos legais sobre a implementação do AEE. Esta pesquisa se caracteriza, do ponto de vista metodológico, como uma pesquisa de caráter qualitativo de cunho colaborativo, a qual utilizou-se, em uma primeira etapa, de um estudo documental para caracterização da política de inclusão escolar, e, posteriormente, de um ciclo de 10 encontros com professores, nos quais aplicou-se a técnica de grupos focais, sendo todos os encontros filmados. O estudo foi realizado no sistema municipal público de ensino do município de Rio Claro/SP, envolvendo 23 professoras de SRMs e/ou professoras de turmas de ensino comum, as quais tivessem alunos atendidos em SRMs e, também, profissionais da gestão. As falas transcritas tiveram seus conteúdos analisados em um trabalho conjunto com os participantes, resultando em três eixos de análise principais. Os dados revelaram que o município tem se esforçado para tentar responder, de forma satisfatória, a atual política de inclusão escolar. Contudo, diversas dificuldades foram encontradas para atender as normativas indicadas pelo MEC, no tocante à organização do trabalho pedagógico das SRMs, aos requisitos de formação do professor especializado e do ensino comum, e, também à avaliação (para identificação do aluno, planejamento do ensino e do desenvolvimento da aprendizagem do aluno). Os resultados permitem questionar se as salas de recursos multifuncionais, da forma pela qual funcionam na atualidade, oferecem apoio adequado à escolarização dos alunos com necessidades educacionais especiais nas escolas comuns.Universidade Federal de Minas Geraisapplication/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarBREducação especialInclusão escolarSala de recursos multifuncionaisAtendimento educacional especializadoSpecial educationScholar inclusionMultifunctional resource classesSpecialized educational treatmentCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIALOrganização e funcionamento das salas de recursos multifuncionais em um município paulistaOrganization and Operation of Multifunctional Resource Classes in a São Paulo Municipality.info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-1-13ed1db7c-9efd-477c-babb-fe4fa24cbf3cinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINAL4342.pdfapplication/pdf1446490https://repositorio.ufscar.br/bitstream/ufscar/3101/1/4342.pdf10943d87484cb89632e4ce0541f47036MD51TEXT4342.pdf.txt4342.pdf.txtExtracted texttext/plain0https://repositorio.ufscar.br/bitstream/ufscar/3101/2/4342.pdf.txtd41d8cd98f00b204e9800998ecf8427eMD52THUMBNAIL4342.pdf.jpg4342.pdf.jpgIM Thumbnailimage/jpeg5233https://repositorio.ufscar.br/bitstream/ufscar/3101/3/4342.pdf.jpg73766c22bf1c87444671f8fd56c5b5e9MD53ufscar/31012023-09-18 18:31:32.011oai:repositorio.ufscar.br:ufscar/3101Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:32Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Organização e funcionamento das salas de recursos multifuncionais em um município paulista |
dc.title.alternative.eng.fl_str_mv |
Organization and Operation of Multifunctional Resource Classes in a São Paulo Municipality. |
title |
Organização e funcionamento das salas de recursos multifuncionais em um município paulista |
spellingShingle |
Organização e funcionamento das salas de recursos multifuncionais em um município paulista Milanesi, Josiane Beltrame Educação especial Inclusão escolar Sala de recursos multifuncionais Atendimento educacional especializado Special education Scholar inclusion Multifunctional resource classes Specialized educational treatment CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL |
title_short |
Organização e funcionamento das salas de recursos multifuncionais em um município paulista |
title_full |
Organização e funcionamento das salas de recursos multifuncionais em um município paulista |
title_fullStr |
Organização e funcionamento das salas de recursos multifuncionais em um município paulista |
title_full_unstemmed |
Organização e funcionamento das salas de recursos multifuncionais em um município paulista |
title_sort |
Organização e funcionamento das salas de recursos multifuncionais em um município paulista |
author |
Milanesi, Josiane Beltrame |
author_facet |
Milanesi, Josiane Beltrame |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/7160183383586542 |
dc.contributor.author.fl_str_mv |
Milanesi, Josiane Beltrame |
dc.contributor.advisor1.fl_str_mv |
Mendes, Enicéia Gonçalves |
dc.contributor.advisor1Lattes.fl_str_mv |
http://genos.cnpq.br:12010/dwlattes/owa/prc_imp_cv_int?f_cod=K4768474Z8 |
dc.contributor.authorID.fl_str_mv |
f23463d8-27e1-49e7-a33e-631eeee923d7 |
contributor_str_mv |
Mendes, Enicéia Gonçalves |
dc.subject.por.fl_str_mv |
Educação especial Inclusão escolar Sala de recursos multifuncionais Atendimento educacional especializado |
topic |
Educação especial Inclusão escolar Sala de recursos multifuncionais Atendimento educacional especializado Special education Scholar inclusion Multifunctional resource classes Specialized educational treatment CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL |
dc.subject.eng.fl_str_mv |
Special education Scholar inclusion Multifunctional resource classes Specialized educational treatment |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL |
description |
In the current national policy for special education from Brazilian Ministry of Educational (MEC) the so-called Multifunctional Resource Classes (SRMs) have been the main locus for the Specialized Educational Services (AEE) offer in the inclusive education perspective. According to official data, from 2005 to 2010, it were available 24,301 SRMs. From this amount 17,679 were for the municipal schools, 6,532 for the state schools, and the others for the federal educational system. This action included 83% of the brazilian cities and it was implemented in 43% of the public schools with enrollment of students belonging to the target audience of the Special Education in the regular system. However, because the complex and dynamic reality involving the educational systems, it is not always that the legal provisions can be implemented in practice. From this, we can ask: how are the systems organizing to comply with the legal provision about the implementation of the SRMs in terms of the operation of these classes, the professionals and the students evaluation? How are the professionals involved implementing and evaluating the SRMs services? This is an important empirical question if one consider that the policy of SRMs implementation is recent and requires the development of researches that can improve the possibilities of pedagogical actions with the students that demand specific interventions, mainly because we adopt the education as public and subjective right. Therefore, the aim of this study is to describe and analyze jointly with educational professionals the SRMs services from a medium-sized city in the São Paulo state, to understand how these professionals are being organized to achieve the legal provisions about the AEE implementation. To answer this question, this is a qualitative and collaborative research, which is, in a first step, a documentary study to feature the policy for special education and, in a second step, based in a cycle of 10 filmed meetings with teachers using the focal groups method; The study was accomplished in the public municipal system of education from the city of Rio Claro in the State of São Paulo covering 23 SRMs teachers and/or teachers of regular classes which had students served by SRMs. Furthermore, management professionals also participate of this study. The contents of the transcribed speeches were analyzed in a jointly work with the participants and resulted in three mainly axes of analysis. The data revealed that the city is trying to attend satisfactorily the current school inclusion policy. Nevertheless, to apply the normative indicated by MEC, many difficulties were encountered. Namely: the organization of the pedagogical work of the SRMs; the requirements for the formation of the specialized teacher and of the regular education; and about the evaluation (for identifying the student, for planning the lecturing and for measuring the learning progress of the student). The results obtained allow for asking if the multifunctional resource classes, as they have worked nowadays, offer adequate support to the schooling of the students with special educational needs in the regular schools. |
publishDate |
2012 |
dc.date.available.fl_str_mv |
2012-05-25 2016-06-02T19:46:19Z |
dc.date.issued.fl_str_mv |
2012-03-14 |
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2016-06-02T19:46:19Z |
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masterThesis |
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publishedVersion |
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MILANESI, Josiane Beltrame. Organization and Operation of Multifunctional Resource Classes in a São Paulo Municipality.. 2012. 185 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2012. |
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https://repositorio.ufscar.br/handle/ufscar/3101 |
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MILANESI, Josiane Beltrame. Organization and Operation of Multifunctional Resource Classes in a São Paulo Municipality.. 2012. 185 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2012. |
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Universidade Federal de São Carlos |
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