A coordenação pedagógica e o processo de inclusão do aluno com necessidade educacionais especiais:Um estudo de caso
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFRN |
Texto Completo: | https://repositorio.ufrn.br/jspui/handle/123456789/14564 |
Resumo: | The school inclusion presents a number of challenges that has been mobilizing initiatives and studies about its effectiveness. If on one hand in such studies and initiatives it becomes important to emphasize on the role and training of teachers, on the other, there is few studies about the role (and performance) of the pedagogical coordination in face of this process. In this sense, this research focuses on the role of educational coordination in face of the school inclusion of students with Special Educational Needs (SEN) and it undertakes the following study s questions: has the action by the coordinator contributed to the process of including students with Special Educational Needs? How is it presented in the process of inclusion of students with SEN in regular education? And it aims to: investigate the role of the pedagogical coordinator in the process of inclusion of students with Special Educational Needs of Primary Education at regular schools; and to analyze the limits and possibilities of the coordinator actions in the process of inclusion of students with SEN. For the effectiveness of the research, a state school of Elementary School located at the city of Natal/RN was taken as an empiric field. It was selected as research subjects 4 coordinators, 2 teachers of the Multifunctional Resources Room and 2 teachers of 6th to 9th grades. The methodological approach that was used in this research is consistent with the qualitative approach, and it is configured as a case study, as it is understood that this type of research responds to the objective of the study, assuming the observation of everyday school life, the educational document analysis and interviews with the subjects as procedures and tools to build data. The construction and analysis of the data were followed by a dialogue with the literature dedicated to coordinating education and school enrollment. Considering the responsibilities of the contemporary pedagogical coordination due to the challenges and possibilities of schooling for all students, specially regarding to what is referred as collaborative work and ongoing training of teachers, this study points out to the lack of an articulated action related to the school inclusion process, considering the monitoring of the teaching activity and its dialogue with the Multifunctional Resources Room. Moreover, the emphasis on meeting the daily school routines and the compliance with bureaucratic procedures, put it into second, restructuring of the Political-Pedagogical and the possibility of mobilization of school around the problematization and systematization of an inclusive school project. The effectiveness of school s inclusion, therefore, implies the scaling of the functions of the pedagogical coordination, as well as the reorganization of the school it self, to ensure the mediation of collaborative actions, contemplating the teachers continuing education, having as a landmark difficulties, problems and experiences constructed in the school context |
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Lira, Eleide Gomes Teixeira Torreshttp://lattes.cnpq.br/8221547584806569http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4796352H6Lima, Francisco José dehttp://lattes.cnpq.br/8179788721486864Silva, Luzia Guacira dos Santoshttp://lattes.cnpq.br/1032425601643160Alves, Jefferson Fernandes2014-12-17T14:36:47Z2013-09-032014-12-17T14:36:47Z2012-09-29LIRA, Eleide Gomes Teixeira Torres. A coordenação pedagógica e o processo de inclusão do aluno com necessidade educacionais especiais:Um estudo de caso. 2012. 118 f. Dissertação (Mestrado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2012.https://repositorio.ufrn.br/jspui/handle/123456789/14564The school inclusion presents a number of challenges that has been mobilizing initiatives and studies about its effectiveness. If on one hand in such studies and initiatives it becomes important to emphasize on the role and training of teachers, on the other, there is few studies about the role (and performance) of the pedagogical coordination in face of this process. In this sense, this research focuses on the role of educational coordination in face of the school inclusion of students with Special Educational Needs (SEN) and it undertakes the following study s questions: has the action by the coordinator contributed to the process of including students with Special Educational Needs? How is it presented in the process of inclusion of students with SEN in regular education? And it aims to: investigate the role of the pedagogical coordinator in the process of inclusion of students with Special Educational Needs of Primary Education at regular schools; and to analyze the limits and possibilities of the coordinator actions in the process of inclusion of students with SEN. For the effectiveness of the research, a state school of Elementary School located at the city of Natal/RN was taken as an empiric field. It was selected as research subjects 4 coordinators, 2 teachers of the Multifunctional Resources Room and 2 teachers of 6th to 9th grades. The methodological approach that was used in this research is consistent with the qualitative approach, and it is configured as a case study, as it is understood that this type of research responds to the objective of the study, assuming the observation of everyday school life, the educational document analysis and interviews with the subjects as procedures and tools to build data. The construction and analysis of the data were followed by a dialogue with the literature dedicated to coordinating education and school enrollment. Considering the responsibilities of the contemporary pedagogical coordination due to the challenges and possibilities of schooling for all students, specially regarding to what is referred as collaborative work and ongoing training of teachers, this study points out to the lack of an articulated action related to the school inclusion process, considering the monitoring of the teaching activity and its dialogue with the Multifunctional Resources Room. Moreover, the emphasis on meeting the daily school routines and the compliance with bureaucratic procedures, put it into second, restructuring of the Political-Pedagogical and the possibility of mobilization of school around the problematization and systematization of an inclusive school project. The effectiveness of school s inclusion, therefore, implies the scaling of the functions of the pedagogical coordination, as well as the reorganization of the school it self, to ensure the mediation of collaborative actions, contemplating the teachers continuing education, having as a landmark difficulties, problems and experiences constructed in the school contextO processo de inclusão escolar apresenta uma série de desafios que vem mobilizando estudos e iniciativas em torno de sua efetivação. Se por um lado em tais estudos e iniciativas ganha relevo a ênfase na atuação e formação dos professores, por outro, verifica-se poucos estudos sobre o papel (e a atuação) da coordenação pedagógica face a esse processo. Nesse sentido, a nossa investigação centra-se no papel da coordenação pedagógica em face da inclusão escolar de alunos com Necessidades Educacionais Especiais (NEE) e assume as seguintes questões de estudo: a atuação do coordenador tem contribuído para o processo de inclusão de alunos com Necessidades Educacionais Especiais? Como se apresenta as ações pedagógicas do coordenador no processo de inclusão de aluno com NEE no ensino regular? E tem por objetivos: investigar a atuação do coordenador pedagógico no processo de inclusão de aluno com Necessidades Educacionais Especiais no Ensino Fundamental na escola regular; e analisar os limites e possibilidades das ações do coordenador no processo inclusão de alunos com NEE. Para a efetivação da pesquisa tomamos como campo empírico uma escola estadual de Ensino Fundamental, da cidade de Natal/RN. Foram selecionados como sujeitos da pesquisa 4 coordenadores, 2 professores da Sala de Recursos Multifuncionais e 2 professores das turmas do 6º ao 9º ano. O percurso metodológico que utilizamos insere-se na abordagem qualitativa e se configura como um Estudo de Caso, por compreendermos que essa modalidade de pesquisa responde ao objetivo do estudo, assumindo como procedimentos e instrumentos de construção de dados, a observação do cotidiano escolar, a análise de documentos educacionais e a realização de entrevistas com os sujeitos da pesquisa. A construção e a análise dos dados foram acompanhadas da interlocução com a literatura que se dedica à coordenação pedagógica e à inclusão escolar. Considerando as atribuições contemporâneas da coordenação pedagógica em decorrência dos desafios e possibilidades da escolarização de todos os alunos, sobretudo no que se refere ao trabalho colaborativo e à formação continuada dos professores, o nosso estudo aponta para uma ausência de uma ação articulada no que se refere ao processo de inclusão escolar, considerando o acompanhamento das atividades docentes e sua interlocução com a Sala de Recursos Multifuncionais. Além disso, a ênfase no atendimento das rotinas do cotidiano escolar e da observância de procedimentos burocráticos, secundarizaram, entre outras coisas, a reestruturação do Projeto Político-Pedagógico e a possibilidade de mobilização da escola em torno da problematização e da sistematização de um projeto escolar inclusivo. A efetivação da inclusão escolar, por conseguinte, implica no redimensionamento das atribuições da coordenação pedagógica, bem como, da própria reorganização escolar, no sentido de assegurar a mediação de ações colaborativas, contemplando, inclusive, a formação continuada dos professores, tendo como marco as dificuldades, os problemas e as experiências construídas no contexto escolarapplication/pdfporUniversidade Federal do Rio Grande do NortePrograma de Pós-Graduação em EducaçãoUFRNBREducaçãoCoordenação PedagógicaInclusão EscolarTrabalho ColaborativoPedagogical CoordinationSchool InclusionCollaborative WorkCNPQ::CIENCIAS HUMANAS::EDUCACAOA coordenação pedagógica e o processo de inclusão do aluno com necessidade educacionais especiais:Um estudo de casoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFRNinstname:Universidade Federal do Rio Grande do Norte (UFRN)instacron:UFRNORIGINALEleideGTTL_DISSERT.pdfapplication/pdf1128313https://repositorio.ufrn.br/bitstream/123456789/14564/1/EleideGTTL_DISSERT.pdfd050de72e7397c60828fb906337b38c5MD51TEXTEleideGTTL_DISSERT.pdf.txtEleideGTTL_DISSERT.pdf.txtExtracted texttext/plain247201https://repositorio.ufrn.br/bitstream/123456789/14564/6/EleideGTTL_DISSERT.pdf.txt118f7d43425c0edb25f31b813f1fb40dMD56THUMBNAILEleideGTTL_DISSERT.pdf.jpgEleideGTTL_DISSERT.pdf.jpgIM Thumbnailimage/jpeg3241https://repositorio.ufrn.br/bitstream/123456789/14564/7/EleideGTTL_DISSERT.pdf.jpgadd6727afb3c1831fc6fe3cc001c0b10MD57123456789/145642017-11-02 00:12:05.445oai:https://repositorio.ufrn.br:123456789/14564Repositório de PublicaçõesPUBhttp://repositorio.ufrn.br/oai/opendoar:2017-11-02T03:12:05Repositório Institucional da UFRN - Universidade Federal do Rio Grande do Norte (UFRN)false |
dc.title.por.fl_str_mv |
A coordenação pedagógica e o processo de inclusão do aluno com necessidade educacionais especiais:Um estudo de caso |
title |
A coordenação pedagógica e o processo de inclusão do aluno com necessidade educacionais especiais:Um estudo de caso |
spellingShingle |
A coordenação pedagógica e o processo de inclusão do aluno com necessidade educacionais especiais:Um estudo de caso Lira, Eleide Gomes Teixeira Torres Coordenação Pedagógica Inclusão Escolar Trabalho Colaborativo Pedagogical Coordination School Inclusion Collaborative Work CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
A coordenação pedagógica e o processo de inclusão do aluno com necessidade educacionais especiais:Um estudo de caso |
title_full |
A coordenação pedagógica e o processo de inclusão do aluno com necessidade educacionais especiais:Um estudo de caso |
title_fullStr |
A coordenação pedagógica e o processo de inclusão do aluno com necessidade educacionais especiais:Um estudo de caso |
title_full_unstemmed |
A coordenação pedagógica e o processo de inclusão do aluno com necessidade educacionais especiais:Um estudo de caso |
title_sort |
A coordenação pedagógica e o processo de inclusão do aluno com necessidade educacionais especiais:Um estudo de caso |
author |
Lira, Eleide Gomes Teixeira Torres |
author_facet |
Lira, Eleide Gomes Teixeira Torres |
author_role |
author |
dc.contributor.authorID.por.fl_str_mv |
|
dc.contributor.authorLattes.por.fl_str_mv |
http://lattes.cnpq.br/8221547584806569 |
dc.contributor.advisorID.por.fl_str_mv |
|
dc.contributor.advisorLattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4796352H6 |
dc.contributor.referees1.pt_BR.fl_str_mv |
Lima, Francisco José de |
dc.contributor.referees1ID.por.fl_str_mv |
|
dc.contributor.referees1Lattes.por.fl_str_mv |
http://lattes.cnpq.br/8179788721486864 |
dc.contributor.referees2.pt_BR.fl_str_mv |
Silva, Luzia Guacira dos Santos |
dc.contributor.referees2ID.por.fl_str_mv |
|
dc.contributor.referees2Lattes.por.fl_str_mv |
http://lattes.cnpq.br/1032425601643160 |
dc.contributor.author.fl_str_mv |
Lira, Eleide Gomes Teixeira Torres |
dc.contributor.advisor1.fl_str_mv |
Alves, Jefferson Fernandes |
contributor_str_mv |
Alves, Jefferson Fernandes |
dc.subject.por.fl_str_mv |
Coordenação Pedagógica Inclusão Escolar Trabalho Colaborativo |
topic |
Coordenação Pedagógica Inclusão Escolar Trabalho Colaborativo Pedagogical Coordination School Inclusion Collaborative Work CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Pedagogical Coordination School Inclusion Collaborative Work |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The school inclusion presents a number of challenges that has been mobilizing initiatives and studies about its effectiveness. If on one hand in such studies and initiatives it becomes important to emphasize on the role and training of teachers, on the other, there is few studies about the role (and performance) of the pedagogical coordination in face of this process. In this sense, this research focuses on the role of educational coordination in face of the school inclusion of students with Special Educational Needs (SEN) and it undertakes the following study s questions: has the action by the coordinator contributed to the process of including students with Special Educational Needs? How is it presented in the process of inclusion of students with SEN in regular education? And it aims to: investigate the role of the pedagogical coordinator in the process of inclusion of students with Special Educational Needs of Primary Education at regular schools; and to analyze the limits and possibilities of the coordinator actions in the process of inclusion of students with SEN. For the effectiveness of the research, a state school of Elementary School located at the city of Natal/RN was taken as an empiric field. It was selected as research subjects 4 coordinators, 2 teachers of the Multifunctional Resources Room and 2 teachers of 6th to 9th grades. The methodological approach that was used in this research is consistent with the qualitative approach, and it is configured as a case study, as it is understood that this type of research responds to the objective of the study, assuming the observation of everyday school life, the educational document analysis and interviews with the subjects as procedures and tools to build data. The construction and analysis of the data were followed by a dialogue with the literature dedicated to coordinating education and school enrollment. Considering the responsibilities of the contemporary pedagogical coordination due to the challenges and possibilities of schooling for all students, specially regarding to what is referred as collaborative work and ongoing training of teachers, this study points out to the lack of an articulated action related to the school inclusion process, considering the monitoring of the teaching activity and its dialogue with the Multifunctional Resources Room. Moreover, the emphasis on meeting the daily school routines and the compliance with bureaucratic procedures, put it into second, restructuring of the Political-Pedagogical and the possibility of mobilization of school around the problematization and systematization of an inclusive school project. The effectiveness of school s inclusion, therefore, implies the scaling of the functions of the pedagogical coordination, as well as the reorganization of the school it self, to ensure the mediation of collaborative actions, contemplating the teachers continuing education, having as a landmark difficulties, problems and experiences constructed in the school context |
publishDate |
2012 |
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2012-09-29 |
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2013-09-03 2014-12-17T14:36:47Z |
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2014-12-17T14:36:47Z |
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LIRA, Eleide Gomes Teixeira Torres. A coordenação pedagógica e o processo de inclusão do aluno com necessidade educacionais especiais:Um estudo de caso. 2012. 118 f. Dissertação (Mestrado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2012. |
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https://repositorio.ufrn.br/jspui/handle/123456789/14564 |
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LIRA, Eleide Gomes Teixeira Torres. A coordenação pedagógica e o processo de inclusão do aluno com necessidade educacionais especiais:Um estudo de caso. 2012. 118 f. Dissertação (Mestrado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2012. |
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