Teaching challenges in Special Education Service
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/36231 |
Resumo: | The Brazilian proposal for Inclusive Education has resulted in the growing access of students with disabilities to regular schools. As a result, the Brazilian educational system has changed significantly in terms of attending to these students. The Special Education Service (SES) is characterized as one of the inclusion strategies foreseen by the National Policy of Special Education in the Perspective of Inclusive Education. This article shows a research that aimed to understand the professional challenges and the effects of subjectivation produced by the Special Education policies with regard to SES. The research problem that led to the study is: How are teachers challenged to operationalize the National Policy on Special Education regarding to Special Education Service (SES)? For this study, teachers working in SES were interviewed in schools and early childhood centers in western of Santa Catarina state. The empirical material generated through narrative interviews was examined by the perspective of discourse analysis, supported by Foucaultian references. The study showed how legal discourses have operated on the subjectivation and governance of teachers working in SES. Inclusive discourses present in school institutions and public inclusion policies appear as a way of governing populations, seeking the control and management of risk, as well as the subjectification of individuals. However, advances in the field of inclusive education are recognized, and, even if there is a need to stress their paradoxes, it is essential to intensify the inclusion process. |
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Teaching challenges in Special Education ServiceDesafíos docentes para la actuación en la Atención Educacional EspecializadaDesafios docentes para a atuação no Atendimento Educacional EspecializadoSpecial Education Policiesteaching challengesSpecialized Educational Assistance.Políticas de Educación Especialdesafíos docentesAtendimiento Educacional Especializado.Políticas de Educação Especialdesafios docentesAtendimento Educacional Especializado.The Brazilian proposal for Inclusive Education has resulted in the growing access of students with disabilities to regular schools. As a result, the Brazilian educational system has changed significantly in terms of attending to these students. The Special Education Service (SES) is characterized as one of the inclusion strategies foreseen by the National Policy of Special Education in the Perspective of Inclusive Education. This article shows a research that aimed to understand the professional challenges and the effects of subjectivation produced by the Special Education policies with regard to SES. The research problem that led to the study is: How are teachers challenged to operationalize the National Policy on Special Education regarding to Special Education Service (SES)? For this study, teachers working in SES were interviewed in schools and early childhood centers in western of Santa Catarina state. The empirical material generated through narrative interviews was examined by the perspective of discourse analysis, supported by Foucaultian references. The study showed how legal discourses have operated on the subjectivation and governance of teachers working in SES. Inclusive discourses present in school institutions and public inclusion policies appear as a way of governing populations, seeking the control and management of risk, as well as the subjectification of individuals. However, advances in the field of inclusive education are recognized, and, even if there is a need to stress their paradoxes, it is essential to intensify the inclusion process.La propuesta brasileña de Educación Inclusiva resultó en el creciente acceso de los estudiantes con discapacidades a las escuelas regulares. Debido a eso, el sistema educacional brasileño cambió significativamente en cuanto al atendimiento de esos educandos. El Servicio Educativo Especializado (AEE) se caracteriza como una de las estrategias de inclusión previstas por la Política Nacional de Educación Especial en la Perspectiva de la Educación Inclusiva. Este artículo demuestra la investigación que objetivó comprender los desafíos profesionales y los efectos de la subjetivación producidos por las políticas de Educación Especial referente al Atendimiento Educacional Especializado (AEE). El problema de investigación que orientó el estudio así se constituye: ¿cómo se desafía a los docentes a operacionalizar la Política Nacional de Educación Especial en lo que se refiere al Servicio de Educación Especializada (AEE)? Para este estudio fueron entrevistadas profesoras actuantes en el AEE en escuelas y centros de educación infantil en el oeste de Santa Catarina. El material empírico generado por medio de entrevistas narrativas fue examinado por la perspectiva del análisis del discurso, amparado en referenciales foucaultianos. El estudio ha demostrado como los discursos legales han operado en la subjetivación y administración de los docentes operantes en el AEE. Los discursos inclusivos presentes en las instituciones escolares y en las políticas públicas de inclusión surgen como una forma de gestión de las poblaciones, y buscan el control y la gestión del riesgo, además de la normalización, a través de la subjetivación de los individuos. Sin embargo, los avances en el campo de la educación inclusiva son evidentes y reconocidos, y aunque hay necesidad de tensar sus paradojas, es esencial intensificar el proceso de inclusión.A proposta brasileira de Educação Inclusiva resultou no crescente acesso de estudantes com deficiência às escolas regulares. Decorrente disso, o sistema educacional brasileiro mudou significativamente quanto ao atendimento a esses educandos. O Atendimento Educacional Especializado (AEE) caracteriza-se como uma das estratégias de inclusão previstas pela Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva. Este artigo evidencia uma pesquisa que objetivou compreender os desafios profissionais e os efeitos de subjetivação produzidos pelas políticas de Educação Especial no que diz respeito ao AEE. O problema de pesquisa que direcionou o estudo assim constituiu-se: Como os docentes são desafiados para operacionalizar a Política Nacional de Educação Especial no que diz respeito ao Atendimento Educacional Especializado (AEE)? Para este estudo, foram entrevistadas professoras atuantes no AEE em escolas e centros de educação infantil no oeste de Santa Catarina. O material empírico gerado por meio de entrevistas narrativas foi examinado pela perspectiva da análise do discurso, amparada em referenciais foucaultianos. O estudo evidenciou como os discursos legais têm operado na subjetivação e governamento dos docentes atuantes no AEE. Os discursos inclusivos presentes nas instituições escolares e nas políticas públicas de inclusão surgem como uma forma de governamento das populações, buscam o controle e o gerenciamento do risco, além da subjetivação dos indivíduos. Contudo, os avanços no campo da educação inclusiva são evidentes e reconhecidos, e, mesmo que haja a necessidade de tensionar seus paradoxos, é essencial intensificar o processo de inclusão.Universidade Federal de Santa Maria2020-09-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/3623110.5902/1984686X36231Special Education Magazine; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e37/ 1-23Revista de Educación Especial; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e37/ 1-23Revista Educação Especial; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e37/ 1-231984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/36231/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/36231/htmlCopyright (c) 2020 Revista Educação Especialinfo:eu-repo/semantics/openAccessPossa, Joce Daiane BorilliPieczkowski, Tania Mara Zancanaro2020-12-21T22:14:16Zoai:ojs.pkp.sfu.ca:article/36231Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2020-12-21T22:14:16Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Teaching challenges in Special Education Service Desafíos docentes para la actuación en la Atención Educacional Especializada Desafios docentes para a atuação no Atendimento Educacional Especializado |
title |
Teaching challenges in Special Education Service |
spellingShingle |
Teaching challenges in Special Education Service Possa, Joce Daiane Borilli Special Education Policies teaching challenges Specialized Educational Assistance. Políticas de Educación Especial desafíos docentes Atendimiento Educacional Especializado. Políticas de Educação Especial desafios docentes Atendimento Educacional Especializado. |
title_short |
Teaching challenges in Special Education Service |
title_full |
Teaching challenges in Special Education Service |
title_fullStr |
Teaching challenges in Special Education Service |
title_full_unstemmed |
Teaching challenges in Special Education Service |
title_sort |
Teaching challenges in Special Education Service |
author |
Possa, Joce Daiane Borilli |
author_facet |
Possa, Joce Daiane Borilli Pieczkowski, Tania Mara Zancanaro |
author_role |
author |
author2 |
Pieczkowski, Tania Mara Zancanaro |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Possa, Joce Daiane Borilli Pieczkowski, Tania Mara Zancanaro |
dc.subject.por.fl_str_mv |
Special Education Policies teaching challenges Specialized Educational Assistance. Políticas de Educación Especial desafíos docentes Atendimiento Educacional Especializado. Políticas de Educação Especial desafios docentes Atendimento Educacional Especializado. |
topic |
Special Education Policies teaching challenges Specialized Educational Assistance. Políticas de Educación Especial desafíos docentes Atendimiento Educacional Especializado. Políticas de Educação Especial desafios docentes Atendimento Educacional Especializado. |
description |
The Brazilian proposal for Inclusive Education has resulted in the growing access of students with disabilities to regular schools. As a result, the Brazilian educational system has changed significantly in terms of attending to these students. The Special Education Service (SES) is characterized as one of the inclusion strategies foreseen by the National Policy of Special Education in the Perspective of Inclusive Education. This article shows a research that aimed to understand the professional challenges and the effects of subjectivation produced by the Special Education policies with regard to SES. The research problem that led to the study is: How are teachers challenged to operationalize the National Policy on Special Education regarding to Special Education Service (SES)? For this study, teachers working in SES were interviewed in schools and early childhood centers in western of Santa Catarina state. The empirical material generated through narrative interviews was examined by the perspective of discourse analysis, supported by Foucaultian references. The study showed how legal discourses have operated on the subjectivation and governance of teachers working in SES. Inclusive discourses present in school institutions and public inclusion policies appear as a way of governing populations, seeking the control and management of risk, as well as the subjectification of individuals. However, advances in the field of inclusive education are recognized, and, even if there is a need to stress their paradoxes, it is essential to intensify the inclusion process. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-09-30 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/36231 10.5902/1984686X36231 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/36231 |
identifier_str_mv |
10.5902/1984686X36231 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/36231/pdf http://periodicos.ufsm.br/educacaoespecial/article/view/36231/html |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Revista Educação Especial info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Revista Educação Especial |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/html |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
Special Education Magazine; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e37/ 1-23 Revista de Educación Especial; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e37/ 1-23 Revista Educação Especial; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e37/ 1-23 1984-686X reponame:Revista Educação Especial (UFSM) instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Revista Educação Especial (UFSM) |
collection |
Revista Educação Especial (UFSM) |
repository.name.fl_str_mv |
Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
educacaoespecial@smail.ufsm.br||clenioberni@gmail.com |
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1799944197699010560 |