| spelling |
2023-10-31T20:22:03Z2023-10-31T20:22:03Z2020-10-26330126https://doi.org/10.5902/1984686X479671984-686Xhttp://hdl.handle.net/1843/60374https://orcid.org/0000-0001-5335-0440https://orcid.org/0000-0003-0493-0099O Plano de Desenvolvimento Individual (PDI), ou Plano de Ensino Individualizado (PEI), é definido pela Secretaria de Estado da Educação de Minas Gerais (SEEMG) como um recurso obrigatório no processo de inclusão escolar dos alunos da Educação Especial, nas classes comuns de ensino. Apesar da importância do PDI e da obrigatoriedade de sua utilização nas escolas estaduais, é necessário compreender qual a percepção dos professores acerca de sua aplicação. Para tanto, foi realizada uma pesquisa tipo survey, com o uso de questionários que foram respondidos de forma online pelo público formado por professores regentes, professores de apoio, professores do Atendimento Educacional Especializado (AEE), diretores e especialistas da rede estadual de educação. Foram recebidas 1.286 respostas. Os resultados indicaram a necessidade de capacitação dos docentes para a utilização do PDI e do melhor preparo do especialista para conduzir o preenchimento e prestar assistência aos professores. Além disso, foram indicados no documento os pontos considerados confusos, complexos ou mal interpretados pelos profissionais e a necessidade de um estímulo para um trabalho colaborativo na execução da tarefa. A proposta curricular orientada pelo Projeto Político Pedagógico, a avaliação diagnóstica inicial do aluno, o planejamento pedagógico e a avaliação e correção de rumos foram os itens identificados como os mais problemáticos. Conclui-se que o PDI é um recurso importante para a promoção da acessibilidade curricular; no entanto, sua escrita e sua utilização requerem uma formação mais consistente por parte dos profissionais que atuam na escola, uma maior participação da família e de outros profissionais que acompanham a criança.The Individual Development Plan (PDI) or Individualized Education Plan (PEI) is defined by the Minas Gerais State Department of Education (SEEMG) as a mandatory resource in the school inclusion process of special education students in common teaching classes. Despite the importance of the PDI andthe mandatory use of it in state schools, it is necessary to understand the perception of teachers about its application. For this, a survey-type research was carried out, through questionnaires that were answered online by the public formed by conductingteachers, support teachers, teachers from the Specialized Educational Service (AEE), directors and specialists from the state education network. Were received 1.286 responses. The results indicated the need for teacher training for the use of the PDI and the better preparation of the specialist to conduct the filling and provide assistance to teachers. In addition, it was identified in the document the points that were confusing, complex or misinterpreted by professionals and the need for a stimulus for collaborative work in the execution of the task. The curricular proposal according to the Political Pedagogical Project, the initial diagnostic evaluation of the student, the pedagogical planning and the assessment and correction of directions, were the items identified as most problematic. It is concluded that the PDI is an important resource for the promotion of curricular accessibility; however, the writing and the use requires more consistent training on the part of the professionals who work at the school, greater participation by the family and other professionals who accompany the child.porUniversidade Federal de Minas GeraisUFMGBrasilFAE - DEPARTAMENTO DE ADMINISTRAÇÃO ESCOLARFAF - DEPARTAMENTO DE PSICOLOGIARevista Educação EspecialEducação especialInclusão escolarPlanejamento educacional -- Minas GeraisPlano de desenvolvimento individualInclusão escolarEducação especialA utilização do plano de desenvolvimento individual por professores em Minas GeraisThe use of the Individual Development Plan by teachers in Minas Geraisinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://periodicos.ufsm.br/educacaoespecial/article/view/47967Bruna Cristina da SilvahudsonAdriana Araújo Pereira Borgesinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMGinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGLICENSELicense.txtLicense.txttext/plain; charset=utf-82042https://repositorio.ufmg.br/bitstream/1843/60374/1/License.txtfa505098d172de0bc8864fc1287ffe22MD51ORIGINALa utilização do Plano de Desenvolvimento Individual por professores em Minas Gerais.pdfa utilização do Plano de Desenvolvimento Individual por professores em Minas Gerais.pdfapplication/pdf601389https://repositorio.ufmg.br/bitstream/1843/60374/2/a%20utiliza%c3%a7%c3%a3o%20do%20Plano%20de%20Desenvolvimento%20Individual%20por%20professores%20em%20Minas%20Gerais.pdfbd1152a004f6c7d1e7793a9811e9f705MD521843/603742023-10-31 17:22:03.948oai:repositorio.ufmg.br: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Repositório InstitucionalPUBhttps://repositorio.ufmg.br/oaiopendoar:2023-10-31T20:22:03Repositório Institucional da UFMG - Universidade Federal de Minas Gerais (UFMG)false
|