Inclusion of Special Education students in rural schools: possibilities for collaborative work?

Detalhes bibliográficos
Autor(a) principal: Nozu, Washington Cesar Shoiti
Data de Publicação: 2020
Outros Autores: Silva, Mônica Aparecida Souza da, Santos, Bruno Carvalho dos, Ribeiro, Eduardo Adão
Tipo de documento: Artigo
Idioma: por
spa
Título da fonte: Revista Brasileira de Educação do Campo
Texto Completo: https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8972
Resumo: ABSTRACT. This article aimed to describe the contingency of the inclusion process in a rural school, with emphasis on the pedagogical work carried out by the regent and specialist teachers to meet the special educational needs of students with disabilities, global developmental disorders and high skills / giftedness - defined as Special Education Target Public (SETA). Methodologically, it followed the paths of collaborative research, with the setting of a school in the countryside of Mato Grosso do Sul and as participants three managers and 23 teachers from the teaching unit. For that, it made use of documentary analysis, observation, interviews and reflective sessions, whose data were systematized in two axes. The first contextualized the rural school, its structure and functioning, the number of general enrollments and SETA students and the Special Education services available. The second focused on the relationship between the regent teachers and the specialist teachers, as well as presenting the development of reflective sessions aimed at building collaborative work to enhance the inclusion of SETA students in rural schools. It's expected that the research-training contributes to articulations between the University and the School, as well as between ordinary and specialized education with a view to improving the schooling conditions of rural SETA students.
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spelling Inclusion of Special Education students in rural schools: possibilities for collaborative work?Inclusion of Special Education students in rural schools: possibilities for collaborative work?Inclusión de alumnos de Educación Especial en escuelas rurales: ¿posibilidades de un trabajo colaborativo?Inclusion of Special Education students in rural schools: possibilities for collaborative work?Inclusão de alunos da Educação Especial em escola do campo: possibilidades de um trabalho colaborativo?Inclusive Education, Special Education, Rural Education.Educación Inclusiva, Educación Especial, Educación Rural.ABSTRACT. This article aimed to describe the contingency of the inclusion process in a rural school, with emphasis on the pedagogical work carried out by the regent and specialist teachers to meet the special educational needs of students with disabilities, global developmental disorders and high skills / giftedness - defined as Special Education Target Public (SETA). Methodologically, it followed the paths of collaborative research, with the setting of a school in the countryside of Mato Grosso do Sul and as participants three managers and 23 teachers from the teaching unit. For that, it made use of documentary analysis, observation, interviews and reflective sessions, whose data were systematized in two axes. The first contextualized the rural school, its structure and functioning, the number of general enrollments and SETA students and the Special Education services available. The second focused on the relationship between the regent teachers and the specialist teachers, as well as presenting the development of reflective sessions aimed at building collaborative work to enhance the inclusion of SETA students in rural schools. It's expected that the research-training contributes to articulations between the University and the School, as well as between ordinary and specialized education with a view to improving the schooling conditions of rural SETA students.ABSTRACT. This article aimed to describe the contingency of the inclusion process in a rural school, with emphasis on the pedagogical work carried out by the regent and specialist teachers to meet the special educational needs of students with disabilities, global developmental disorders and high skills / giftedness - defined as Special Education Target Public (SETA). Methodologically, it followed the paths of collaborative research, with the setting of a school in the countryside of Mato Grosso do Sul and as participants three managers and 23 teachers from the teaching unit. For that, it made use of documentary analysis, observation, interviews and reflective sessions, whose data were systematized in two axes. The first contextualized the rural school, its structure and functioning, the number of general enrollments and SETA students and the Special Education services available. The second focused on the relationship between the regent teachers and the specialist teachers, as well as presenting the development of reflective sessions aimed at building collaborative work to enhance the inclusion of SETA students in rural schools. It's expected that the research-training contributes to articulations between the University and the School, as well as between ordinary and specialized education with a view to improving the schooling conditions of rural SETA students.RESUMEN. Este artículo tuvo como objetivo describir el proceso de inclusión en una escuela rural, con énfasis en el trabajo pedagógico realizado por los profesores y especialistas para satisfacer las necesidades educativas especiales de los estudiantes con discapacidad, retrasos globales del desarrollo y altas habilidades/superdotados - definidos como Público Objetivo de la Educación Especial (PAEE). Metodológicamente, se siguieron los caminos de la investigación colaborativa, con una escuela rural de Mato Grosso del Sur como escenario y tres directivos y 23 profesores de la unidad de enseñanza como participantes. Para ello, se hizo uso del análisis documental, observación, entrevistas y sesiones reflexivas, cuyos datos fueron sistematizados en dos ejes. El primero contextualizó la escuela rural, su estructura y funcionamiento, el número de alumnos matriculados en general y los PAEE y los servicios de Educación Especial disponibles. El segundo se centró en las relaciones entre los profesores y los especialistas, así como en la presentación del desarrollo de sesiones reflexivas destinadas a construir un trabajo colaborativo para mejorar la inclusión de los estudiantes PAEE en la escuela rural. Se espera que la investigación-capacitación contribuya a aumentar los vínculos entre la Universidad y la Escuela, así como entre la enseñanza ordinaria y la especializada, con miras a mejorar las condiciones de educación de los estudiantes rurales PAEE.ABSTRACT. This article aimed to describe the contingency of the inclusion process in a rural school, with emphasis on the pedagogical work carried out by the regent and specialist teachers to meet the special educational needs of students with disabilities, global developmental disorders and high skills / giftedness - defined as Special Education Target Public (SETA). Methodologically, it followed the paths of collaborative research, with the setting of a school in the countryside of Mato Grosso do Sul and as participants three managers and 23 teachers from the teaching unit. For that, it made use of documentary analysis, observation, interviews and reflective sessions, whose data were systematized in two axes. The first contextualized the rural school, its structure and functioning, the number of general enrollments and SETA students and the Special Education services available. The second focused on the relationship between the regent teachers and the specialist teachers, as well as presenting the development of reflective sessions aimed at building collaborative work to enhance the inclusion of SETA students in rural schools. It's expected that the research-training contributes to articulations between the University and the School, as well as between ordinary and specialized education with a view to improving the schooling conditions of rural SETA students.Este artigo objetivou descrever a contingência do processo de inclusão em uma escola do campo, com ênfase no trabalho pedagógico realizado pelos professores regentes e especialistas para o atendimento das necessidades educacionais especiais dos estudantes com deficiência, transtornos globais do desenvolvimento e altas habilidades/superdotação – definidos como Público-Alvo da Educação Especial (PAEE). Metodologicamente, trilhou os caminhos da pesquisa colaborativa, tendo como cenário uma escola do campo sul-mato-grossense e como participantes três gestores e 23 professores da unidade de ensino. Para tanto, fez uso de análise documental, observação, entrevistas e sessões reflexivas, cujos dados foram sistematizados em dois eixos. O primeiro contextualizou a escola do campo, sua estrutura e funcionamento, o número de matrículas gerais e de alunos PAEE e os serviços de Educação Especial disponíveis. O segundo atentou-se às relações entre os professores regentes e os professores especialistas, bem como apresentou o desenvolvimento das sessões reflexivas destinadas à construção de um trabalho colaborativo para a potencialização da inclusão dos estudantes PAEE na escola do campo. Espera-se que a investigação-formação contribua para articulações entre a Universidade e a Escola, bem como entre o ensino comum e o ensino especializado com vistas à melhoria das condições de escolarização de estudantes camponeses PAEE. Palavras-chave: Educação Inclusiva, Educação Especial, Educação do Campo.   Inclusion of Special Education students in rural schools: possibilities for collaborative work? ABSTRACT. This article aimed to describe the contingency of the inclusion process in a rural school, with emphasis on the pedagogical work carried out by the regent and specialist teachers to meet the special educational needs of students with disabilities, global developmental disorders and high skills / giftedness - defined as Special Education Target Public (SETA). Methodologically, it followed the paths of collaborative research, with the setting of a school in the countryside of Mato Grosso do Sul and as participants three managers and 23 teachers from the teaching unit. For that, it made use of documentary analysis, observation, interviews and reflective sessions, whose data were systematized in two axes. The first contextualized the rural school, its structure and functioning, the number of general enrollments and SETA students and the Special Education services available. The second focused on the relationship between the regent teachers and the specialist teachers, as well as presenting the development of reflective sessions aimed at building collaborative work to enhance the inclusion of SETA students in rural schools. It's expected that the research-training contributes to articulations between the University and the School, as well as between ordinary and specialized education with a view to improving the schooling conditions of rural SETA students. Keywords: Inclusive Education, Special Education, Rural Education.   Inclusión de alumnos de Educación Especial en escuelas rurales: ¿posibilidades de un trabajo colaborativo? RESUMEN. Este artículo tuvo como objetivo describir el proceso de inclusión en una escuela rural, con énfasis en el trabajo pedagógico realizado por los profesores y especialistas para satisfacer las necesidades educativas especiales de los estudiantes con discapacidad, retrasos globales del desarrollo y altas habilidades/superdotados - definidos como Público Objetivo de la Educación Especial (PAEE). Metodológicamente, se siguieron los caminos de la investigación colaborativa, con una escuela rural de Mato Grosso del Sur como escenario y tres directivos y 23 profesores de la unidad de enseñanza como participantes. Para ello, se hizo uso del análisis documental, observación, entrevistas y sesiones reflexivas, cuyos datos fueron sistematizados en dos ejes. El primero contextualizó la escuela rural, su estructura y funcionamiento, el número de alumnos matriculados en general y los PAEE y los servicios de Educación Especial disponibles. El segundo se centró en las relaciones entre los profesores y los especialistas, así como en la presentación del desarrollo de sesiones reflexivas destinadas a construir un trabajo colaborativo para mejorar la inclusión de los estudiantes PAEE en la escuela rural. Se espera que la investigación-capacitación contribuya a aumentar los vínculos entre la Universidad y la Escuela, así como entre la enseñanza ordinaria y la especializada, con miras a mejorar las condiciones de educación de los estudiantes rurales PAEE. Palabras clave: Educación Inclusiva, Educación Especial, Educación Rural.Universidade Federal do Tocantins2020-07-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlapplication/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/897210.20873/uft.rbec.e8972Brazilian Journal of Rural Education; Bd. 5 (2020): Publicação Contínua / Continuous Publication; e8972Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e8972Revista Brasileña de Educación Rural; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e8972Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e8972Revista Brasileira de Educação do Campo; v. 5 (2020): Publicação Contínua / Continuous Publication; e89722525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporspahttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8972/17042https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8972/17043https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8972/17044https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8972/17045Copyright (c) 2020 Washington Cesar Shoiti Nozu, Mônica Aparecida Souza da Silva, Bruno Carvalho dos Santos, Eduardo Adão Ribeiroinfo:eu-repo/semantics/openAccessNozu, Washington Cesar ShoitiSilva, Mônica Aparecida Souza daSantos, Bruno Carvalho dosRibeiro, Eduardo Adão2020-08-10T16:14:02Zoai:ojs.revista.uft.edu.br:article/8972Revistahttps://sistemas.uft.edu.br/periodicos/index.php/campoPUBhttps://sistemas.uft.edu.br/periodicos/index.php/campo/oaigustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br2525-48632525-4863opendoar:2020-08-10T16:14:02Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false
dc.title.none.fl_str_mv Inclusion of Special Education students in rural schools: possibilities for collaborative work?
Inclusion of Special Education students in rural schools: possibilities for collaborative work?
Inclusión de alumnos de Educación Especial en escuelas rurales: ¿posibilidades de un trabajo colaborativo?
Inclusion of Special Education students in rural schools: possibilities for collaborative work?
Inclusão de alunos da Educação Especial em escola do campo: possibilidades de um trabalho colaborativo?
title Inclusion of Special Education students in rural schools: possibilities for collaborative work?
spellingShingle Inclusion of Special Education students in rural schools: possibilities for collaborative work?
Nozu, Washington Cesar Shoiti
Inclusive Education, Special Education, Rural Education.
Educación Inclusiva, Educación Especial, Educación Rural.
title_short Inclusion of Special Education students in rural schools: possibilities for collaborative work?
title_full Inclusion of Special Education students in rural schools: possibilities for collaborative work?
title_fullStr Inclusion of Special Education students in rural schools: possibilities for collaborative work?
title_full_unstemmed Inclusion of Special Education students in rural schools: possibilities for collaborative work?
title_sort Inclusion of Special Education students in rural schools: possibilities for collaborative work?
author Nozu, Washington Cesar Shoiti
author_facet Nozu, Washington Cesar Shoiti
Silva, Mônica Aparecida Souza da
Santos, Bruno Carvalho dos
Ribeiro, Eduardo Adão
author_role author
author2 Silva, Mônica Aparecida Souza da
Santos, Bruno Carvalho dos
Ribeiro, Eduardo Adão
author2_role author
author
author
dc.contributor.author.fl_str_mv Nozu, Washington Cesar Shoiti
Silva, Mônica Aparecida Souza da
Santos, Bruno Carvalho dos
Ribeiro, Eduardo Adão
dc.subject.por.fl_str_mv Inclusive Education, Special Education, Rural Education.
Educación Inclusiva, Educación Especial, Educación Rural.
topic Inclusive Education, Special Education, Rural Education.
Educación Inclusiva, Educación Especial, Educación Rural.
description ABSTRACT. This article aimed to describe the contingency of the inclusion process in a rural school, with emphasis on the pedagogical work carried out by the regent and specialist teachers to meet the special educational needs of students with disabilities, global developmental disorders and high skills / giftedness - defined as Special Education Target Public (SETA). Methodologically, it followed the paths of collaborative research, with the setting of a school in the countryside of Mato Grosso do Sul and as participants three managers and 23 teachers from the teaching unit. For that, it made use of documentary analysis, observation, interviews and reflective sessions, whose data were systematized in two axes. The first contextualized the rural school, its structure and functioning, the number of general enrollments and SETA students and the Special Education services available. The second focused on the relationship between the regent teachers and the specialist teachers, as well as presenting the development of reflective sessions aimed at building collaborative work to enhance the inclusion of SETA students in rural schools. It's expected that the research-training contributes to articulations between the University and the School, as well as between ordinary and specialized education with a view to improving the schooling conditions of rural SETA students.
publishDate 2020
dc.date.none.fl_str_mv 2020-07-03
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10.20873/uft.rbec.e8972
url https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8972
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https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8972/17043
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8972/17044
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8972/17045
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eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Universidade Federal do Tocantins
publisher.none.fl_str_mv Universidade Federal do Tocantins
dc.source.none.fl_str_mv Brazilian Journal of Rural Education; Bd. 5 (2020): Publicação Contínua / Continuous Publication; e8972
Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e8972
Revista Brasileña de Educación Rural; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e8972
Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e8972
Revista Brasileira de Educação do Campo; v. 5 (2020): Publicação Contínua / Continuous Publication; e8972
2525-4863
reponame:Revista Brasileira de Educação do Campo
instname:Universidade Federal do Tocantins (UFT)
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reponame_str Revista Brasileira de Educação do Campo
collection Revista Brasileira de Educação do Campo
repository.name.fl_str_mv Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)
repository.mail.fl_str_mv gustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br
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