Apoio itinerante na educação inclusiva em uma escola da rede estadual de ensino em Buriti Alegre-GO

Detalhes bibliográficos
Autor(a) principal: Santos, Luciene Guerra dos
Data de Publicação: 2018
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Repositório Institucional da UFG
dARK ID: ark:/38995/0013000009fth
Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/8682
Resumo: This paper discusses the role of itinerant learning support teacher in a Regular School of Basic Education of the Secretaria Estadual de Educação (State Education Network) in the city of Buriti Alegre in the state of Goiás- Brazil. The goal is to help students in their daily activities by avoiding fragmented attendance, as well as highlighting the ways to overcome obstacles and obtain possibilities for advancement in roaming. For that, we took into account the presupposition prescribed and lived in the performance of this professional of Inclusive Education. The results presented were based on reflections of a Study Group (GT-Buriti) carried out during ten meetings in the second half of 2016, in order to observe the professional practice of the teacher of itinerant learning support. The theoretical references of authors, such as: Maria Tereza Égler Mantoan, Ivani Catarina Arantes Fazenda, Francisco Imbernón, Magda Soares, Enicéia Gonçalves Mendes and others were used as basis. This Study Group was comprised of two teachers of itinerant learning support, a teacher of Specialized Educational Assistance (AEE) and the researcher (itinerant learning support teacher and regent teacher). Based on the experiences of each subject of the research, activities were presented and elaborated with the following purposes: to analyze the mentioned experiences seeking alternatives and educational actions that help the unveiling of the difficulties faced by the itinerancy; possibilities of advancement in the relation between itinerant learning support teacher, regent teacher and student, in basic inclusive schooling. In order to investigate problems related to questions raised about the role of itinerant learning support teacher in education, the action research, the bibliographical review, as well as a semi-structured interview were used as methodological strategies in order to draw the profile of the participants and carry out initial survey from the perspective of each one in the function performed. The research indicates the following conclusion: despite the obstacles present in a fragmented service, it is possible to get solutions that are more accurate with a better analysis of the daily life, with a view to partnership and theoretical / practical training. We can understand that if each teacher is aware of his role, in a solidarity search that meets the needs of all, expanding knowledge to improve his performance, chances are of success throughout the institution. Thus, assisting students and teachers in the school context requires discussion of better conditions for carrying out the itinerant support service.
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spelling Mesquita, Deise Nanci de Castrohttp://lattes.cnpq.br/4043217912376564Silva Neta, Segismunda Sampaio dahttp://lattes.cnpq.br/5220376785331309Mesquita, Deise Nanci de CastroTiballi, Elianda Figueiredo ArantesFreire, Silvana MatiasSilva Neta, Segismunda Sampaio dahttp://lattes.cnpq.br/7927864700169200Santos, Luciene Guerra dos2018-07-11T10:43:25Z2018-06-18SANTOS, L. G. Apoio itinerante na educação inclusiva em uma escola da rede estadual de ensino em Buriti Alegre-GO. 2018. 143 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2018.http://repositorio.bc.ufg.br/tede/handle/tede/8682ark:/38995/0013000009fthThis paper discusses the role of itinerant learning support teacher in a Regular School of Basic Education of the Secretaria Estadual de Educação (State Education Network) in the city of Buriti Alegre in the state of Goiás- Brazil. The goal is to help students in their daily activities by avoiding fragmented attendance, as well as highlighting the ways to overcome obstacles and obtain possibilities for advancement in roaming. For that, we took into account the presupposition prescribed and lived in the performance of this professional of Inclusive Education. The results presented were based on reflections of a Study Group (GT-Buriti) carried out during ten meetings in the second half of 2016, in order to observe the professional practice of the teacher of itinerant learning support. The theoretical references of authors, such as: Maria Tereza Égler Mantoan, Ivani Catarina Arantes Fazenda, Francisco Imbernón, Magda Soares, Enicéia Gonçalves Mendes and others were used as basis. This Study Group was comprised of two teachers of itinerant learning support, a teacher of Specialized Educational Assistance (AEE) and the researcher (itinerant learning support teacher and regent teacher). Based on the experiences of each subject of the research, activities were presented and elaborated with the following purposes: to analyze the mentioned experiences seeking alternatives and educational actions that help the unveiling of the difficulties faced by the itinerancy; possibilities of advancement in the relation between itinerant learning support teacher, regent teacher and student, in basic inclusive schooling. In order to investigate problems related to questions raised about the role of itinerant learning support teacher in education, the action research, the bibliographical review, as well as a semi-structured interview were used as methodological strategies in order to draw the profile of the participants and carry out initial survey from the perspective of each one in the function performed. The research indicates the following conclusion: despite the obstacles present in a fragmented service, it is possible to get solutions that are more accurate with a better analysis of the daily life, with a view to partnership and theoretical / practical training. We can understand that if each teacher is aware of his role, in a solidarity search that meets the needs of all, expanding knowledge to improve his performance, chances are of success throughout the institution. Thus, assisting students and teachers in the school context requires discussion of better conditions for carrying out the itinerant support service.Neste estudo discute-se o papel do professor de apoio itinerante em uma Escola Regular da Educação Básica da Rede Estadual de Ensino, no município de Buriti Alegre-GO. Tem-se por objetivo ajudar os alunos nas atividades diárias evitando atendimentos fragmentados, bem como evidenciar os caminhos para superar os entraves e obter possibilidades de avanços na itinerância. Para tanto, levou-se em conta o pressuposto prescrito e vivido na atuação desse profissional da Educação Inclusiva. Os resultados apresentados basearam-se em reflexões de um Grupo de Estudo (GT – Buriti) realizado ao longo de dez encontros, no segundo semestre de 2016, a fim de observar a prática profissional do professor de apoio itinerante. Tomou-se por fundamento referenciais teóricos de autores, tais como: Maria Tereza Égler Mantoan, Ivani Catarina Arantes Fazenda, Francisco Imbernón, Magda Soares, Enicéia Gonçalves Mendes e outros. Esse GT foi composto por dois professores de apoio itinerante, um professor de Atendimento Educacional Especializado (AEE) e a pesquisadora (professora de apoio itinerante e regente). Partindo das vivências de cada sujeito da pesquisa foram apresentadas e elaboradas atividades com vistas aos seguintes propósitos: analisar as referidas vivências buscando alternativas e ações educacionais que auxiliem o desvelamento das dificuldades enfrentadas pela itinerância; possibilidades de avanço na relação entre professor de apoio itinerante, professor regente e aluno, na escolarização básica inclusiva. Para investigar problemas relacionados a questionamentos suscitados sobre a atuação do professor de apoio itinerante na educação, foram utilizadas como estratégias metodológicas a pesquisa-ação, a revisão bibliográfica, bem como uma entrevista semiestruturada com o intuito de traçar o perfil dos participantes e realizar sondagem inicial da perspectiva de cada um na função desempenhada. A pesquisa indica a seguinte conclusão: apesar dos obstáculos presentes num atendimento fragmentado, é possível chegar a soluções mais eficientes com melhor análise do cotidiano, tendo em vista a parceria e uma formação teórico/prática. Entende-se que, se cada professor ciente de seu papel, numa busca solidária que atenda a necessidade de todos, ampliando conhecimentos para melhorar a sua atuação, tem-se possibilidades de êxito em toda a instituição. Assim, auxiliar os alunos e os professores no contexto escolar requer a discussão de melhores condições para a realização do serviço de apoio itinerante.Submitted by Liliane Ferreira (ljuvencia30@gmail.com) on 2018-07-10T21:02:07Z No. of bitstreams: 2 Dissertação - Luciene Guerra dos Santos - 2018.pdf: 1615833 bytes, checksum: 2ea1e12abb11fe0d1428030a2bd2728b (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-07-11T10:43:25Z (GMT) No. of bitstreams: 2 Dissertação - Luciene Guerra dos Santos - 2018.pdf: 1615833 bytes, checksum: 2ea1e12abb11fe0d1428030a2bd2728b (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2018-07-11T10:43:25Z (GMT). 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dc.title.eng.fl_str_mv Apoio itinerante na educação inclusiva em uma escola da rede estadual de ensino em Buriti Alegre-GO
dc.title.alternative.eng.fl_str_mv Itinerant learning support teacher in the inclusive education in a school of the secretaria estadual de educação (state education network) in the city of Buriti Alegre in the state of Goiás- Brazil
title Apoio itinerante na educação inclusiva em uma escola da rede estadual de ensino em Buriti Alegre-GO
spellingShingle Apoio itinerante na educação inclusiva em uma escola da rede estadual de ensino em Buriti Alegre-GO
Santos, Luciene Guerra dos
Itinerância
Parceria
Educação inclusiva
Roaming
Partnership
Inclusive education
EDUCACAO::ENSINO-APRENDIZAGEM
title_short Apoio itinerante na educação inclusiva em uma escola da rede estadual de ensino em Buriti Alegre-GO
title_full Apoio itinerante na educação inclusiva em uma escola da rede estadual de ensino em Buriti Alegre-GO
title_fullStr Apoio itinerante na educação inclusiva em uma escola da rede estadual de ensino em Buriti Alegre-GO
title_full_unstemmed Apoio itinerante na educação inclusiva em uma escola da rede estadual de ensino em Buriti Alegre-GO
title_sort Apoio itinerante na educação inclusiva em uma escola da rede estadual de ensino em Buriti Alegre-GO
author Santos, Luciene Guerra dos
author_facet Santos, Luciene Guerra dos
author_role author
dc.contributor.advisor1.fl_str_mv Mesquita, Deise Nanci de Castro
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/4043217912376564
dc.contributor.advisor-co1.fl_str_mv Silva Neta, Segismunda Sampaio da
dc.contributor.advisor-co1Lattes.fl_str_mv http://lattes.cnpq.br/5220376785331309
dc.contributor.referee1.fl_str_mv Mesquita, Deise Nanci de Castro
dc.contributor.referee2.fl_str_mv Tiballi, Elianda Figueiredo Arantes
dc.contributor.referee3.fl_str_mv Freire, Silvana Matias
dc.contributor.referee4.fl_str_mv Silva Neta, Segismunda Sampaio da
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/7927864700169200
dc.contributor.author.fl_str_mv Santos, Luciene Guerra dos
contributor_str_mv Mesquita, Deise Nanci de Castro
Silva Neta, Segismunda Sampaio da
Mesquita, Deise Nanci de Castro
Tiballi, Elianda Figueiredo Arantes
Freire, Silvana Matias
Silva Neta, Segismunda Sampaio da
dc.subject.por.fl_str_mv Itinerância
Parceria
Educação inclusiva
topic Itinerância
Parceria
Educação inclusiva
Roaming
Partnership
Inclusive education
EDUCACAO::ENSINO-APRENDIZAGEM
dc.subject.eng.fl_str_mv Roaming
Partnership
Inclusive education
dc.subject.cnpq.fl_str_mv EDUCACAO::ENSINO-APRENDIZAGEM
description This paper discusses the role of itinerant learning support teacher in a Regular School of Basic Education of the Secretaria Estadual de Educação (State Education Network) in the city of Buriti Alegre in the state of Goiás- Brazil. The goal is to help students in their daily activities by avoiding fragmented attendance, as well as highlighting the ways to overcome obstacles and obtain possibilities for advancement in roaming. For that, we took into account the presupposition prescribed and lived in the performance of this professional of Inclusive Education. The results presented were based on reflections of a Study Group (GT-Buriti) carried out during ten meetings in the second half of 2016, in order to observe the professional practice of the teacher of itinerant learning support. The theoretical references of authors, such as: Maria Tereza Égler Mantoan, Ivani Catarina Arantes Fazenda, Francisco Imbernón, Magda Soares, Enicéia Gonçalves Mendes and others were used as basis. This Study Group was comprised of two teachers of itinerant learning support, a teacher of Specialized Educational Assistance (AEE) and the researcher (itinerant learning support teacher and regent teacher). Based on the experiences of each subject of the research, activities were presented and elaborated with the following purposes: to analyze the mentioned experiences seeking alternatives and educational actions that help the unveiling of the difficulties faced by the itinerancy; possibilities of advancement in the relation between itinerant learning support teacher, regent teacher and student, in basic inclusive schooling. In order to investigate problems related to questions raised about the role of itinerant learning support teacher in education, the action research, the bibliographical review, as well as a semi-structured interview were used as methodological strategies in order to draw the profile of the participants and carry out initial survey from the perspective of each one in the function performed. The research indicates the following conclusion: despite the obstacles present in a fragmented service, it is possible to get solutions that are more accurate with a better analysis of the daily life, with a view to partnership and theoretical / practical training. We can understand that if each teacher is aware of his role, in a solidarity search that meets the needs of all, expanding knowledge to improve his performance, chances are of success throughout the institution. Thus, assisting students and teachers in the school context requires discussion of better conditions for carrying out the itinerant support service.
publishDate 2018
dc.date.accessioned.fl_str_mv 2018-07-11T10:43:25Z
dc.date.issued.fl_str_mv 2018-06-18
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dc.identifier.citation.fl_str_mv SANTOS, L. G. Apoio itinerante na educação inclusiva em uma escola da rede estadual de ensino em Buriti Alegre-GO. 2018. 143 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2018.
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dc.identifier.dark.fl_str_mv ark:/38995/0013000009fth
identifier_str_mv SANTOS, L. G. Apoio itinerante na educação inclusiva em uma escola da rede estadual de ensino em Buriti Alegre-GO. 2018. 143 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2018.
ark:/38995/0013000009fth
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publisher.none.fl_str_mv Universidade Federal de Goiás
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bitstream.checksumAlgorithm.fl_str_mv MD5
MD5
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repository.name.fl_str_mv Repositório Institucional da UFG - Universidade Federal de Goiás (UFG)
repository.mail.fl_str_mv tasesdissertacoes.bc@ufg.br
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