Formação para professores especializados: planejamento e práticas pedagógicas para estudantes com deficiência intelectual

• Autor(a) principal: Mendes, Melina Thaís da Silva
• Data de Publicação: 2021
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/15562
• topic: Educação Especial; Formação; Práticas pedagógicas; Planejamento; Deficiência Intelectual; Special Education; Training; Pedagogical Practices; Planning; Intellectual Disability; CIENCIAS HUMANAS::EDUCACAO::CURRICULO; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM; CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL; CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO

For the school inclusion of students with intellectual disabilities, pedagogical practices and planning that aim at access to the regular curriculum and effective participation in the teaching and learning process stand out. Furthermore, it is essential that continuing education bring the pedagogical practices of specialized teachers into the discussions. In this sense, the study aimed to: (a) characterize the work routine and pedagogical practices of the specialized teacher in the context of Specialized Educational Assistance - AEE in the area of intellectual disability - DI; (b) to elaborate and develop a program of continuing education for teachers as a space for reflection on teacher practice and the Individualized Care Plan - PAI; (c) Evaluate the continuing education program carried out with specialized teachers. Under a qualitative approach, the present study is characterized as collaborative research. Five specialized teachers from the AEE from the São Paulo State Education Network who worked with students with ID and the Coordinating Professor of the Pedagogical Nucleus - PCNP participated in the study. The study involved a preliminary stage and four intervention stages, namely: Preliminary stage: Conducting ethical aspects; 1: Characterization of face-to-face and non-face-to-face pedagogical practices; 2: Planning of continuing education; 3: Implementation of continuing education 4: Evaluation of continuing education. The data collection site was divided into two stages. The first stage took place on the premises of the schools and rooms where the AEE was performed and the second stage was carried out online using Google Meet and Classroom. The instruments used were: Semi-structured interview script for the Special Education PCNP; Observation itinerary; Semi-structured interview script for Special Education teachers; Questionnaire to characterize the participants; Continuing education proposal script; Characterization form of non-presential teaching practices; PAI Form and Continuing Education Assessment Form. The data collected were qualitative and analyzed through the elaboration of categories. As a result, the face-to-face practices of the teachers indicated difficulties in the elaboration of activities, lack of support and resources. In terms of non-face-to-face practices, challenges were pointed out, such as: difficulty with technology and low feedback on school tasks, but there was a greater approximation with the teachers of the common room. Planning was identified as an important instrument for the organization of pedagogical practices, and should be in line with the curriculum and students' interests. Continuing education is assessed as essential for the development of pedagogical practices for school inclusion of students with ID. As main considerations, we present the relevance of the proposal for continuing education that brings reflections experienced in school contexts and the importance of drawing up plans for the promulgation of pedagogical practices that provide curricular access for students with ID. In this way, it is essential to invest in training aimed at specialized teachers and the need for a new look at the configuration of the AEE. Finally, it is suggested that the data support further studies and the possibilities of expansion to other deficiencies on the subject.