Educação especial : desafios e perspectivas dos professores do Colégio de Aplicação da Universidade Federal de Roraima

• Autor(a) principal: Silva, Renata Morgado
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFRR
• Texto Completo: http://repositorio.ufrr.br:8080/jspui/handle/prefix/167
• topic: Educação especial; Inclusão social; Formação continuada; Políticas públicas; Special education; Social inclusion; Continuing education; Public policies; CNPQ::CIENCIAS HUMANAS::SOCIOLOGIA

The research “Special Education: Challenges and perspectives of the teachers of Colégio de Aplicação of Universidade Federal de Roraima” analyzed how the public policies focused on Special Education are carried out in the school and what are the demands faced by the teachers who work in Elementary Education, under the light of theories of school inclusion, teacher training and inclusive pedagogical practices, identifying the legislation implanted in the educational system. As a methodological procedure, a documentary search was done with the secretary, the Multifunctional Resource Room, the teachers who work in Elementary School and the management team, through the reports of students with desabilities enrolled; the 2018 Specialized Educational Assistance plan; the bimonthly descriptive reports on the development of students with disabilities; edicts; opinions; the availability of images exposing moments of activities developed in the classroom; as well as providing unpublished documents such as the Pedagogical Political Project. It was also opportune to access the premises of the school, for the photographic registration of the space, equipment and materials available. The field research was performed by in loco observation; the interviews with the teachers who work in Elementary School; and questionnaire applied to the technical team. The inductive method was used to analyze and describe the actions regarding the inclusion of students with disabilities in the school context and in the classroom. It was found that the specificities found in the school environment are, as a matter of priority, of structural origin and of continuing education.