Análise de demandas decorrentes da educação inclusiva e das possibilidades de atuação do psicólogo escolar

• Autor(a) principal: Matos, Selma Norberto
• 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/3094
• topic: Educação especial; Inclusão escolar; Psicologia escolar; School Inclusion; School Psychology; Special Education; CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL

With the implementation of public policies on school inclusion, the number of students with Special Educational Needs increases in the ordinary classrooms. This fact helps to compose a scene in the schools that have displayed the limitations and contradictions of our educational system. Educational actors and authors are challenged to make available and build knowledge capable of responding to the demands of the daily school related to the coexistence and learning in the diversity. Whereas this process of school inclusion is new in the schools and the psychology has a field of knowledge and performance that specifically itself devote to work in the school institution, it is asked: What do the context emerge the teachers demands resulting from the school inclusion? What are those demands and which can they be answered by the School Psychologist? Which contributions can the School Psychologist offer in the perspective of creating inclusive schools? The aims of the study were: to analyze the immediate context where the teachers demands emerge referring to school inclusion; to identify demands of teachers resulting from the school inclusion; to identify demands which can be answered by the School Psychologist; to point out perspectives to performance of psychologist along with the teachers in view the school inclusion. The research is based on a qualitative approach of investigative kind. The participants were: six students with Special Educational Needs and their teachers. The technique of participant observation, field diary, semi-structured interview, and questionnaire were used to the collection data. The results indicate that there are achievements and contradictions in the reality of the schools that are inclusive, advances and limitations resulting from Municipal policy and that the model of performance of the team of special education in the context analyzed can be reconsidered or enlarged. Before this fact, the teachers show demands in the field of action from Public Policy, from the Training, and from demands towards the Psychologist. The psychologist s contributions are going to be essential to answer or remean both the demands towards him, and to help facing the challenges put by inclusion policy and by the constant formation of the teachers, specially that formation which comprises: the critical evaluation of official purpose; the development of social skills, including the collaborative work along with parents and keepers; the construction of critical conceptions about the differences; the building of the collective practices of engagement to prejudices and discriminative attitudes; the study of theories of learning and development emphasizing the mediative possibilities of the teachers in this process. To answer those demands and support the s schooling of the students with Special Educational Needs it is necessary that the psychologist knows the policy and the subjects of special education in order to qualify their formative interventions and their pattern of action can be the collaborative consultation.