Perceptions of the assistant teacher: limits and contributions in the learning process of disabled students

Detalhes bibliográficos
Autor(a) principal: Ficagna, Rosilei Gugel
Data de Publicação: 2019
Outros Autores: Pieczkowski, Tania Mara Zancanaro
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/13133
Resumo: The Special Education Policy of Santa Catarina provides the performance of the assistant teacher as a possibility of inclusion of students with disabilities. This article aims to analyze how this professional perceives his/her limits and contributions in the learning process of students with disabilities in regular classes of elementary schools within the scope of Regional Education Management (GERED) of the Regional Development Agency (ADR) of Palmitos (SC). The methodological procedures were narrative interviews with eight assistant teachers, from eight municipalities. The empirical materialities were organized into thematic groupings and examined from the perspective of discourse analysis. The research shows the limits and possibilities, as also as the duties of the assistants need to be more explicit for these professionals, for the school teaching body and for the school and state policies of special education administrators.   Keywords: Special Education Policies in Santa Catarina. Assistant teacher. Inclusion.
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spelling Perceptions of the assistant teacher: limits and contributions in the learning process of disabled studentsPercepción del profesor auxiliar de clase: límites y contribuciones en el proceso de aprendizaje de los estudiantes con discapacidadPercepção do segundo professor de turma: limites e contribuições no processo de aprendizagem dos estudantes com deficiênciaThe Special Education Policy of Santa Catarina provides the performance of the assistant teacher as a possibility of inclusion of students with disabilities. This article aims to analyze how this professional perceives his/her limits and contributions in the learning process of students with disabilities in regular classes of elementary schools within the scope of Regional Education Management (GERED) of the Regional Development Agency (ADR) of Palmitos (SC). The methodological procedures were narrative interviews with eight assistant teachers, from eight municipalities. The empirical materialities were organized into thematic groupings and examined from the perspective of discourse analysis. The research shows the limits and possibilities, as also as the duties of the assistants need to be more explicit for these professionals, for the school teaching body and for the school and state policies of special education administrators.   Keywords: Special Education Policies in Santa Catarina. Assistant teacher. Inclusion.La Política de Educación Especial de Santa Catarina contempla la actu ación del profesor auxiliar de clase, como una posibilidad de inclusión de estudiantes con discapacidad.  Este artículo objetiva analizar como ese profesional percibe sus límites y sus contribuciones en el proceso de aprendizaje de los estudiantes con discapacidad incluidos en las aulas regulares en las escuelas de enseñanza fundamental de alcance de la Gerencia Regional de Educación (GERED) de la Agencia de Desarrollo Regional (ADR) de Palmitos (SC). Los procedimientos metodológicos adoptados fueron entrevistas narrativas con ocho profesores auxiliares de clase, contemplando ocho municipios. Las materialidades empíricas fueron organizadas en agrupamientos temáticos y examinadas por la perspectiva del análisis del discurso.  La investigación evidencia límites y posibilidades y que las atribuciones del profesor auxiliar de clase necesitan quedarse más explícitas para esos profesionales, para los demás docentes de la escuela y para los gestores escolares y de las políticas estaduales de educación especial.   Palabras clave: Políticas de Educación Especial en Santa Catarina.  Profesor auxiliar de clase. Inclusión.A Política de Educação Especial de Santa Catarina prevê a atuação do segundo professor de turma, como uma possibilidade de inclusão de estudantes com deficiência. Este artigo objetiva analisar como esse profissional percebe os seus limites e as suas contribuições no processo de aprendizagem dos estudantes com deficiência incluídos nas classes regulares nas escolas de ensino fundamental de abrangência da Gerência Regional de Educação (GERED) da Agência de Desenvolvimento Regional (ADR) de Palmitos (SC). Os procedimentos metodológicos adotados foram entrevistas narrativas com oito segundos professores de turma, contemplando oito municípios. As materialidades empíricas foram organizadas em agrupamentos temáticos e examinadas pela perspectiva da análise do discurso. A pesquisa evidencia limites e possibilidades e que as atribuições do segundo professor de turma precisam ficar mais explícitas para esses profissionais, para os demais docentes da escola e para os gestores escolares e das políticas estaduais de educação especial.   Palavras-chaves: Políticas de Educação Especial em Santa Catarina. Segundo professor de turma. Inclusão.Universidade Estadual de Ponta Grossa2019-05-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/1313310.5212/PraxEduc.v.14n2.006Práxis Educativa; Vol. 14 No. 2 (2019): Seção Temática: PPGE-UEPG: 25 anos de história; 507-526Práxis Educativa; Vol. 14 Núm. 2 (2019): Seção Temática: PPGE-UEPG: 25 anos de história; 507-526Práxis Educativa; V. 14 N. 2 (2019): Seção Temática: PPGE-UEPG: 25 anos de história; 507-526Práxis Educativa; v. 14 n. 2 (2019): Seção Temática: PPGE-UEPG: 25 anos de história; 507-5261809-43091809-403110.5212/PraxEduc.v.14n2reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/13133/209209210700https://revistas.uepg.br/index.php/praxiseducativa/article/view/13133/209209213191Copyright (c) 2019 Práxis Educativainfo:eu-repo/semantics/openAccessFicagna, Rosilei GugelPieczkowski, Tania Mara Zancanaro2020-04-15T21:32:00Zoai:uepg.br:article/13133Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-15T21:32Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Perceptions of the assistant teacher: limits and contributions in the learning process of disabled students
Percepción del profesor auxiliar de clase: límites y contribuciones en el proceso de aprendizaje de los estudiantes con discapacidad
Percepção do segundo professor de turma: limites e contribuições no processo de aprendizagem dos estudantes com deficiência
title Perceptions of the assistant teacher: limits and contributions in the learning process of disabled students
spellingShingle Perceptions of the assistant teacher: limits and contributions in the learning process of disabled students
Ficagna, Rosilei Gugel
title_short Perceptions of the assistant teacher: limits and contributions in the learning process of disabled students
title_full Perceptions of the assistant teacher: limits and contributions in the learning process of disabled students
title_fullStr Perceptions of the assistant teacher: limits and contributions in the learning process of disabled students
title_full_unstemmed Perceptions of the assistant teacher: limits and contributions in the learning process of disabled students
title_sort Perceptions of the assistant teacher: limits and contributions in the learning process of disabled students
author Ficagna, Rosilei Gugel
author_facet Ficagna, Rosilei Gugel
Pieczkowski, Tania Mara Zancanaro
author_role author
author2 Pieczkowski, Tania Mara Zancanaro
author2_role author
dc.contributor.author.fl_str_mv Ficagna, Rosilei Gugel
Pieczkowski, Tania Mara Zancanaro
description The Special Education Policy of Santa Catarina provides the performance of the assistant teacher as a possibility of inclusion of students with disabilities. This article aims to analyze how this professional perceives his/her limits and contributions in the learning process of students with disabilities in regular classes of elementary schools within the scope of Regional Education Management (GERED) of the Regional Development Agency (ADR) of Palmitos (SC). The methodological procedures were narrative interviews with eight assistant teachers, from eight municipalities. The empirical materialities were organized into thematic groupings and examined from the perspective of discourse analysis. The research shows the limits and possibilities, as also as the duties of the assistants need to be more explicit for these professionals, for the school teaching body and for the school and state policies of special education administrators.   Keywords: Special Education Policies in Santa Catarina. Assistant teacher. Inclusion.
publishDate 2019
dc.date.none.fl_str_mv 2019-05-30
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/13133
10.5212/PraxEduc.v.14n2.006
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/13133
identifier_str_mv 10.5212/PraxEduc.v.14n2.006
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/13133/209209210700
https://revistas.uepg.br/index.php/praxiseducativa/article/view/13133/209209213191
dc.rights.driver.fl_str_mv Copyright (c) 2019 Práxis Educativa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Práxis Educativa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/xml
dc.publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 14 No. 2 (2019): Seção Temática: PPGE-UEPG: 25 anos de história; 507-526
Práxis Educativa; Vol. 14 Núm. 2 (2019): Seção Temática: PPGE-UEPG: 25 anos de história; 507-526
Práxis Educativa; V. 14 N. 2 (2019): Seção Temática: PPGE-UEPG: 25 anos de história; 507-526
Práxis Educativa; v. 14 n. 2 (2019): Seção Temática: PPGE-UEPG: 25 anos de história; 507-526
1809-4309
1809-4031
10.5212/PraxEduc.v.14n2
reponame:Práxis Educativa (Online)
instname:Universidade Estadual de Ponta Grossa (UEPG)
instacron:UEPG
instname_str Universidade Estadual de Ponta Grossa (UEPG)
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institution UEPG
reponame_str Práxis Educativa (Online)
collection Práxis Educativa (Online)
repository.name.fl_str_mv Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)
repository.mail.fl_str_mv praxiseducativa@uepg.br||praxiseducativa@uepg.br
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