Das políticas públicas de inclusão escolar à atuação do profissional de apoio/monitor
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/12055 |
Resumo: | The present study entitled “From the public policies of school inclusion to the practice of the supporting professional/monitor” aims at getting to know how the practice of the supporting professional/monitor occurs in the context of a private school in the city of Santa Maria. The investigation is characterized by the systemic thinking and the methodological approach follows the bricolage perspective. From authors like Vasconcellos (2013); Kincheloe and Berry (2009) – the assumption is that reality is built from the established relations. Larrosa‟s studies (2002) permeates the research movements and create experience networks. An analytical approach with the public policies of school inclusion from the theoretical background proposed by Maturana (2009), Maturana e Varela (2011), Meirieu (2002), Schlichting e Barcelos (2012), Carneiro (2015), Martins (2011) among others allowed a brief characterization in the practice of the support professional/monitor according to the legal documents. The private school network, as research location, was mapped through the statistics-educational data which were available in the National Institute of Educational Studies and Research – (INEP, abbreviation in Portuguese) – providing new opportunities of approaching. The context of the research took place in the school identified as “A”. The methodological tool used was a semi structured interview, and five supporting professionals/monitors and a special education teacher took part in it. In the perspective that the consensual spaces of language produce a shared reality, it was possible to analyze how the service of this professional has been happening in a school network which is poorly studied. Two wide axes conducted the analyses: opportunities for action; conceptions about the supporting professional/monitor in the school context. Considering all the evidence, it is important to highlight that the school prefers professionals connected to the field of special education in order to work with these supporting professionals/monitors, as well as an understanding that these ones must act pedagogically with students who are the target of Special Education enrolled in the regular school system. Among the practices, one of them is carrying out the Specialized Education Service, checking the planning and evaluations and carrying them out. The researched individuals acknowledge that their profession practice is beyond the specific functions of support and hygiene, locomotion and feeding, they take responsibilities which go beyond what is mentioned in the public policies of school inclusion. It is also observed that working as a supporting professional/monitor does not involve a regulated profession and it does not constitute a specific field of knowledge, however it does involve a role inside the school context, and that can be performed by professionals from different areas. |
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2017-11-21T11:03:35Z2017-11-21T11:03:35Z2016-10-26http://repositorio.ufsm.br/handle/1/12055The present study entitled “From the public policies of school inclusion to the practice of the supporting professional/monitor” aims at getting to know how the practice of the supporting professional/monitor occurs in the context of a private school in the city of Santa Maria. The investigation is characterized by the systemic thinking and the methodological approach follows the bricolage perspective. From authors like Vasconcellos (2013); Kincheloe and Berry (2009) – the assumption is that reality is built from the established relations. Larrosa‟s studies (2002) permeates the research movements and create experience networks. An analytical approach with the public policies of school inclusion from the theoretical background proposed by Maturana (2009), Maturana e Varela (2011), Meirieu (2002), Schlichting e Barcelos (2012), Carneiro (2015), Martins (2011) among others allowed a brief characterization in the practice of the support professional/monitor according to the legal documents. The private school network, as research location, was mapped through the statistics-educational data which were available in the National Institute of Educational Studies and Research – (INEP, abbreviation in Portuguese) – providing new opportunities of approaching. The context of the research took place in the school identified as “A”. The methodological tool used was a semi structured interview, and five supporting professionals/monitors and a special education teacher took part in it. In the perspective that the consensual spaces of language produce a shared reality, it was possible to analyze how the service of this professional has been happening in a school network which is poorly studied. Two wide axes conducted the analyses: opportunities for action; conceptions about the supporting professional/monitor in the school context. Considering all the evidence, it is important to highlight that the school prefers professionals connected to the field of special education in order to work with these supporting professionals/monitors, as well as an understanding that these ones must act pedagogically with students who are the target of Special Education enrolled in the regular school system. Among the practices, one of them is carrying out the Specialized Education Service, checking the planning and evaluations and carrying them out. The researched individuals acknowledge that their profession practice is beyond the specific functions of support and hygiene, locomotion and feeding, they take responsibilities which go beyond what is mentioned in the public policies of school inclusion. It is also observed that working as a supporting professional/monitor does not involve a regulated profession and it does not constitute a specific field of knowledge, however it does involve a role inside the school context, and that can be performed by professionals from different areas.O presente estudo intitulado “Das políticas públicas de inclusão escolar à atuação do profissional de apoio/monitor” tem como objetivo geral conhecer como ocorre a atuação do profissional de apoio/monitor no contexto de uma escola da rede privada de ensino do município de Santa Maria. O percurso investigativo é caracterizado pelo pensamento sistêmico e segue a abordagem metodológica na perspectiva da bricolagem. A partir de autores como Vasconcellos (2013) e Kincheloe e Berry (2009), parte-se da premissa de que a realidade é construída a partir das relações estabelecidas. Os estudos de Larrosa (2002) permeiam os movimentos de pesquisa e tecem redes de experiências. Uma aproximação analítica com as políticas públicas de inclusão escolar a partir do referencial teórico proposto por Maturana (2009), Maturana e Varela (2011), Meirieu (2002), Schlichting e Barcelos (2012), Carneiro (2015), Martins (2011) entre outros, permitiu uma breve caracterização da atuação do profissional de apoio/monitor previsto nos documentos legais. A rede privada de ensino, como local de pesquisa, foi mapeada através de dados estatísticos-educacionais, disponibilizados pelo Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira – INEP, oportunizando novos movimentos de aproximação. O contexto da pesquisa se deu na escola identificada como “A”. O instrumento metodológico utilizado foi a entrevista semiestruturada, na qual participaram cinco profissionais de apoio/monitores e uma professora da educação especial. Na perspectiva de que os espaços consensuais de linguagem produzem uma realidade compartilhada, analisou-se como vem ocorrendo o serviço deste profissional em uma rede de ensino que é pouco explorada. Dois grandes eixos conduziram as análises: possibilidades de atuação e as concepções sobre o profissional de apoio/monitor no contexto escolar. Dentre as evidências, destaca-se a preferência que a escola tem por profissionais vinculados ao campo da educação especial para atuarem como profissionais de apoio/monitores, bem como um entendimento de que estes devem atuar pedagogicamente com os alunos público-alvo da educação especial matriculados na rede regular de ensino. Entre as funções exercidas estão a realização do Atendimento Educacional Especializado, verificação de planejamentos e avaliações e aplicação dos mesmos. Os sujeitos da pesquisa reconhecem que sua atuação profissional está além das funções específicas de apoio à higiene, locomoção e alimentação, assumindo responsabilidades que extrapolam o que é previsto nas políticas públicas de inclusão escolar. Observa-se que trabalhar como profissional de apoio/monitor não envolve profissão regulamentada e não constitui um campo de saber específico, mas sim uma função dentro do contexto escolar, podendo esta ser exercida por profissionais de diferentes áreas.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEducação especialInclusão escolarProfissional de apoioSpecial educationSchool inclusionSupporting professionalCNPQ::CIENCIAS HUMANAS::EDUCACAODas políticas públicas de inclusão escolar à atuação do profissional de apoio/monitorFrom the public policies of school inclusion to the practice of the supporting professional/monitorinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisBridi, Fabiane Romano de Souzahttp://lattes.cnpq.br/8914947342465602Pavão, Sílvia Maria de Oliveirahttp://lattes.cnpq.br/6934897603622261Meletti, Silvia Márcia Ferreirahttp://lattes.cnpq.br/4044682958808055Costas, Fabiane Adela Tonettohttp://lattes.cnpq.br/3514821940003826http://lattes.cnpq.br/4473596367962605Fonseca, Manoela700800000006600bb637f58-b690-42fe-94b1-f5679056997def0927de-60e0-4596-a232-07aa275c33122b34b147-26dd-4acd-9f63-fdd710eebb40f0e70f90-dbf1-4950-a667-2d71ffe7144b3fc88fdf-90f2-46e2-a0c2-940a806a93e7reponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGEDUCACAO_2016_FONSECA_ MANUELA.pdfDIS_PPGEDUCACAO_2016_FONSECA_ MANUELA.pdfDissertação de Mestradoapplication/pdf1284124http://repositorio.ufsm.br/bitstream/1/12055/1/DIS_PPGEDUCACAO_2016_FONSECA_%20MANUELA.pdf43590bb66df1ad1a700e6d9908f851e0MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Das políticas públicas de inclusão escolar à atuação do profissional de apoio/monitor |
dc.title.alternative.eng.fl_str_mv |
From the public policies of school inclusion to the practice of the supporting professional/monitor |
title |
Das políticas públicas de inclusão escolar à atuação do profissional de apoio/monitor |
spellingShingle |
Das políticas públicas de inclusão escolar à atuação do profissional de apoio/monitor Fonseca, Manoela Educação especial Inclusão escolar Profissional de apoio Special education School inclusion Supporting professional CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Das políticas públicas de inclusão escolar à atuação do profissional de apoio/monitor |
title_full |
Das políticas públicas de inclusão escolar à atuação do profissional de apoio/monitor |
title_fullStr |
Das políticas públicas de inclusão escolar à atuação do profissional de apoio/monitor |
title_full_unstemmed |
Das políticas públicas de inclusão escolar à atuação do profissional de apoio/monitor |
title_sort |
Das políticas públicas de inclusão escolar à atuação do profissional de apoio/monitor |
author |
Fonseca, Manoela |
author_facet |
Fonseca, Manoela |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Bridi, Fabiane Romano de Souza |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8914947342465602 |
dc.contributor.advisor-co1.fl_str_mv |
Pavão, Sílvia Maria de Oliveira |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://lattes.cnpq.br/6934897603622261 |
dc.contributor.referee1.fl_str_mv |
Meletti, Silvia Márcia Ferreira |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/4044682958808055 |
dc.contributor.referee2.fl_str_mv |
Costas, Fabiane Adela Tonetto |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/3514821940003826 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4473596367962605 |
dc.contributor.author.fl_str_mv |
Fonseca, Manoela |
contributor_str_mv |
Bridi, Fabiane Romano de Souza Pavão, Sílvia Maria de Oliveira Meletti, Silvia Márcia Ferreira Costas, Fabiane Adela Tonetto |
dc.subject.por.fl_str_mv |
Educação especial Inclusão escolar Profissional de apoio |
topic |
Educação especial Inclusão escolar Profissional de apoio Special education School inclusion Supporting professional CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Special education School inclusion Supporting professional |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The present study entitled “From the public policies of school inclusion to the practice of the supporting professional/monitor” aims at getting to know how the practice of the supporting professional/monitor occurs in the context of a private school in the city of Santa Maria. The investigation is characterized by the systemic thinking and the methodological approach follows the bricolage perspective. From authors like Vasconcellos (2013); Kincheloe and Berry (2009) – the assumption is that reality is built from the established relations. Larrosa‟s studies (2002) permeates the research movements and create experience networks. An analytical approach with the public policies of school inclusion from the theoretical background proposed by Maturana (2009), Maturana e Varela (2011), Meirieu (2002), Schlichting e Barcelos (2012), Carneiro (2015), Martins (2011) among others allowed a brief characterization in the practice of the support professional/monitor according to the legal documents. The private school network, as research location, was mapped through the statistics-educational data which were available in the National Institute of Educational Studies and Research – (INEP, abbreviation in Portuguese) – providing new opportunities of approaching. The context of the research took place in the school identified as “A”. The methodological tool used was a semi structured interview, and five supporting professionals/monitors and a special education teacher took part in it. In the perspective that the consensual spaces of language produce a shared reality, it was possible to analyze how the service of this professional has been happening in a school network which is poorly studied. Two wide axes conducted the analyses: opportunities for action; conceptions about the supporting professional/monitor in the school context. Considering all the evidence, it is important to highlight that the school prefers professionals connected to the field of special education in order to work with these supporting professionals/monitors, as well as an understanding that these ones must act pedagogically with students who are the target of Special Education enrolled in the regular school system. Among the practices, one of them is carrying out the Specialized Education Service, checking the planning and evaluations and carrying them out. The researched individuals acknowledge that their profession practice is beyond the specific functions of support and hygiene, locomotion and feeding, they take responsibilities which go beyond what is mentioned in the public policies of school inclusion. It is also observed that working as a supporting professional/monitor does not involve a regulated profession and it does not constitute a specific field of knowledge, however it does involve a role inside the school context, and that can be performed by professionals from different areas. |
publishDate |
2016 |
dc.date.issued.fl_str_mv |
2016-10-26 |
dc.date.accessioned.fl_str_mv |
2017-11-21T11:03:35Z |
dc.date.available.fl_str_mv |
2017-11-21T11:03:35Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/12055 |
url |
http://repositorio.ufsm.br/handle/1/12055 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
700800000006 |
dc.relation.confidence.fl_str_mv |
600 |
dc.relation.authority.fl_str_mv |
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dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.source.none.fl_str_mv |
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