Atendimento especializado para alunos com necessidades educacionais especiais no Instituto de Aplicação da UERJ: reflexões sobre o trabalho docente articulado

• Autor(a) principal: Macedo, Patrícia Cardoso
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10699
• topic: School inclusion; Special educational needs; Collaborative learning; Articulated teaching work; School mediator; Necessidades educacionais especiais; Ensino colaborativo; Trabalho docente articulado; Mediador escolar; Educação; Inclusão escolar; Instituto de Aplicação da UERJ; CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL

This thesis analyzes the specialized educational services at the Application School of UERJ (CAp /UERJ) from the vision of the team involved in collaborative learning. We conducted a qualitative study of ethnography, using as data collection instruments semi-structured interviews and field observations. For data analysis, we chose to divide them into themes that interrelate with each others all the time. The dissertation has six chapters: the first focuses on important issues regarding the epistemology of teacher-trainer and questions concerning teacher training with the paradigm view of inclusive education, the second brings specialized education as its central theme and its consequences from different supports offering. The possible dialogue with different authors from the concepts of the articulated teaching work are highlighted, the third chapter describes the theoretical and methodological option, which is a qualitative research of ethnographic, showing the tools and procedures used for data collection, systematization and the theoretical framework adopted. The fourth, the fifth and sixth chapters present the data analysis. The study revealed not only the complexity of the development of an articulated teaching work for the inclusion of students with special educational needs, but the possibilities for this collaborative teaching in favor of a quality education for all students, particularly those aspects that refer to design and expectations of teachers, mediators / fellows and coordinators in relation to the learning process of students with special educational needs. The data analysis showed that, in most cases, these school actors realize that the CAp/UERJ is responsible for including people with disabilities or other special educational needs, and that this scholl still needs to solidify its practices to meet this demand, mainly in it refers to the Final Years of Elementary and High School. In other words, despite the study reveals a significant degree of engagement of the participants, the overall school culture is still permeated by traditional and meritocratic practices, limited views regarding included and coordinators who do not feel prepared for their training to work with the diversity of its students. In summary, the study shows that there is no single model of specialized educational services to support teachers and students at regular schools, though, the collaborative learning through co teaching practices and fellows/mediators has been established as a valuable strategy ensure meaningful education and respect the specificities of their students