SPECIALIZED EDUCATIONAL ASSISTANCE IN FULL-TIME SCHOOLS
Autor(a) principal: | |
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Data de Publicação: | 2023 |
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Tipo de documento: | preprint |
Idioma: | por |
Título da fonte: | SciELO Preprints |
Texto Completo: | https://preprints.scielo.org/index.php/scielo/preprint/view/7704 |
Resumo: | The contemporary proposals for inclusive and sustainable educational policies are fundamental to overcoming inequalities, as are Special Education from the perspective of inclusive education and full-time Comprehensive Education. Public educational policies recommend the provision of Specialized Educational Assistance (SEA) to Special Education students in the Multifunctional Resource Room during school hours, as well as envisaging an increase in the provision of full-time education. Based on the theoretical-methodological framework of the Policy Cycle Approach, the present study aimed to analyze how specialized educational assistance is offered in full-time schools, given that the student must stay for seven clock hours, on average, in the educational unit. Data collection involved documents, questionnaires and systematic observation in full-time schools with enrollment of public special education students. The results suggest that the policies of Integral Education and Special Education from the perspective of inclusive education have similarities and are consistent, however, there are still serious conflicts between the two policies that need to be better balanced. |
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SPECIALIZED EDUCATIONAL ASSISTANCE IN FULL-TIME SCHOOLSSERVICIO EDUCATIVO ESPECIALIZADO EN ESCUELAS DE TIEMPO INTEGRALATENDIMENTO EDUCACIONAL ESPECIALIZADO EM ESCOLAS DE TEMPO INTEGRALeducação especialpolíticas públicas educacionaisabordagem do ciclo de políticasatendimento educacional especializadoeducação integralspecial educationeducational public policiespolicy cycle apprachspecialized educational assistanceintegral educationeducación especialpolíticas públicas educativasenfoque del ciclo de políticasservicio educativo especializadoeducación integralThe contemporary proposals for inclusive and sustainable educational policies are fundamental to overcoming inequalities, as are Special Education from the perspective of inclusive education and full-time Comprehensive Education. Public educational policies recommend the provision of Specialized Educational Assistance (SEA) to Special Education students in the Multifunctional Resource Room during school hours, as well as envisaging an increase in the provision of full-time education. Based on the theoretical-methodological framework of the Policy Cycle Approach, the present study aimed to analyze how specialized educational assistance is offered in full-time schools, given that the student must stay for seven clock hours, on average, in the educational unit. Data collection involved documents, questionnaires and systematic observation in full-time schools with enrollment of public special education students. The results suggest that the policies of Integral Education and Special Education from the perspective of inclusive education have similarities and are consistent, however, there are still serious conflicts between the two policies that need to be better balanced.Las propuestas contemporáneas de políticas educativas inclusivas y sostenibles son fundamentales para superar las desigualdades, al igual que la Educación Especial desde la perspectiva de la educación inclusiva y la Educación Integral de tiempo completo. Las políticas educativas públicas recomiendan la prestación de Servicio Educativo Especializado (SEE) a los estudiantes de Educación Especial en el Aula de Recursos Multifuncional durante el horario escolar, así como prever un aumento en la oferta de educación a tiempo completo. Con base en el marco teórico-metodológico del Enfoque de Ciclo de Política, el presente estudio tuvo como objetivo analizar cómo se ofrece servicio educativo especializado en las escuelas de tiempo integra, dado que el estudiante debe permanecer siete horas reloj, en promedio, en la unidad educativa. La recolección de datos involucró documentos, cuestionarios y observación sistemática en escuelas de tiempo completo con matrícula de estudiantes públicos de educación especial. Los resultados sugieren que las políticas de Educación Integral y Educación Especial desde la perspectiva de la educación inclusiva tienen similitudes y son consistentes, sin embargo, aún existen serios conflictos entre ambas as políticas que necesitan ser mejor balanceados.As propostas contemporâneas de políticas educacionais inclusivas e sustentáveis são fundamentais para a superação de desigualdades, assim como a Educação Especial na perspectiva da educação inclusiva e a Educação Integral em tempo integral. As políticas públicas educacionais recomendam a oferta de Atendimento Educacional Especializado (AEE) aos estudantes do público da Educação Especial em Sala de Recursos Multifuncionais no contraturno escolar, assim como, preveem o aumento da oferta de educação em tempo integral. Baseado no referencial teórico-metodológico da Abordagem do Ciclo de Políticas, o presente estudo visou analisar como o atendimento educacional especializado é ofertado em escolas de tempo integral, dado que o estudante deve permanecer por sete horas-relógio, em média na unidade educacional. A coleta de dados envolveu documentos, questionários e observação sistemática em escolas de tempo integral com matrícula de estudantes público da educação especial. Os resultados sugerem que as políticas de Educação Integral e Educação Especial na perspectiva da educação inclusiva tem similaridades e se coadunam, entretanto, há ainda sérios conflitos entre as duas políticas que precisam ser melhor equacionadas.SciELO PreprintsSciELO PreprintsSciELO Preprints2023-12-19info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/770410.1590/SciELOPreprints.7704porhttps://preprints.scielo.org/index.php/scielo/article/view/7704/14420Copyright (c) 2023 Amanda Santana Gomes-Silva, Enicéia Gonçalves Mendeshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessGomes-Silva, Amanda SantanaMendes, Enicéia Gonçalvesreponame:SciELO Preprintsinstname:Scientific Electronic Library Online (SCIELO)instacron:SCI2023-12-13T22:25:51Zoai:ops.preprints.scielo.org:preprint/7704Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2023-12-13T22:25:51SciELO Preprints - Scientific Electronic Library Online (SCIELO)false |
dc.title.none.fl_str_mv |
SPECIALIZED EDUCATIONAL ASSISTANCE IN FULL-TIME SCHOOLS SERVICIO EDUCATIVO ESPECIALIZADO EN ESCUELAS DE TIEMPO INTEGRAL ATENDIMENTO EDUCACIONAL ESPECIALIZADO EM ESCOLAS DE TEMPO INTEGRAL |
title |
SPECIALIZED EDUCATIONAL ASSISTANCE IN FULL-TIME SCHOOLS |
spellingShingle |
SPECIALIZED EDUCATIONAL ASSISTANCE IN FULL-TIME SCHOOLS Gomes-Silva, Amanda Santana educação especial políticas públicas educacionais abordagem do ciclo de políticas atendimento educacional especializado educação integral special education educational public policies policy cycle apprach specialized educational assistance integral education educación especial políticas públicas educativas enfoque del ciclo de políticas servicio educativo especializado educación integral |
title_short |
SPECIALIZED EDUCATIONAL ASSISTANCE IN FULL-TIME SCHOOLS |
title_full |
SPECIALIZED EDUCATIONAL ASSISTANCE IN FULL-TIME SCHOOLS |
title_fullStr |
SPECIALIZED EDUCATIONAL ASSISTANCE IN FULL-TIME SCHOOLS |
title_full_unstemmed |
SPECIALIZED EDUCATIONAL ASSISTANCE IN FULL-TIME SCHOOLS |
title_sort |
SPECIALIZED EDUCATIONAL ASSISTANCE IN FULL-TIME SCHOOLS |
author |
Gomes-Silva, Amanda Santana |
author_facet |
Gomes-Silva, Amanda Santana Mendes, Enicéia Gonçalves |
author_role |
author |
author2 |
Mendes, Enicéia Gonçalves |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Gomes-Silva, Amanda Santana Mendes, Enicéia Gonçalves |
dc.subject.por.fl_str_mv |
educação especial políticas públicas educacionais abordagem do ciclo de políticas atendimento educacional especializado educação integral special education educational public policies policy cycle apprach specialized educational assistance integral education educación especial políticas públicas educativas enfoque del ciclo de políticas servicio educativo especializado educación integral |
topic |
educação especial políticas públicas educacionais abordagem do ciclo de políticas atendimento educacional especializado educação integral special education educational public policies policy cycle apprach specialized educational assistance integral education educación especial políticas públicas educativas enfoque del ciclo de políticas servicio educativo especializado educación integral |
description |
The contemporary proposals for inclusive and sustainable educational policies are fundamental to overcoming inequalities, as are Special Education from the perspective of inclusive education and full-time Comprehensive Education. Public educational policies recommend the provision of Specialized Educational Assistance (SEA) to Special Education students in the Multifunctional Resource Room during school hours, as well as envisaging an increase in the provision of full-time education. Based on the theoretical-methodological framework of the Policy Cycle Approach, the present study aimed to analyze how specialized educational assistance is offered in full-time schools, given that the student must stay for seven clock hours, on average, in the educational unit. Data collection involved documents, questionnaires and systematic observation in full-time schools with enrollment of public special education students. The results suggest that the policies of Integral Education and Special Education from the perspective of inclusive education have similarities and are consistent, however, there are still serious conflicts between the two policies that need to be better balanced. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-12-19 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/preprint info:eu-repo/semantics/publishedVersion |
format |
preprint |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/preprint/view/7704 10.1590/SciELOPreprints.7704 |
url |
https://preprints.scielo.org/index.php/scielo/preprint/view/7704 |
identifier_str_mv |
10.1590/SciELOPreprints.7704 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/article/view/7704/14420 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Amanda Santana Gomes-Silva, Enicéia Gonçalves Mendes https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Amanda Santana Gomes-Silva, Enicéia Gonçalves Mendes https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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reponame:SciELO Preprints instname:Scientific Electronic Library Online (SCIELO) instacron:SCI |
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Scientific Electronic Library Online (SCIELO) |
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SciELO Preprints |
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SciELO Preprints |
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SciELO Preprints - Scientific Electronic Library Online (SCIELO) |
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