Inclusive education public policies: a perspective between school support professionals and mediated student

Detalhes bibliográficos
Autor(a) principal: Nascimento, Priscila de Souza
Data de Publicação: 2022
Outros Autores: Rocha, Ricael Spirandeli
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação e Políticas em Debate
Texto Completo: https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/61629
Resumo: Considering the universe of inclusion possibilities and perspectives, the aim of this study was to investigate the necessary training of support professionals to work in inclusive education, as well as to reflect on the ethical relationships that are forged between mediated teacher-students in the school context. As a methodological basis, documentary and bibliographic research of a qualitative nature was carried out, with the aim of verifying the performance of school support professionals from official documents to national legislation and literature review. Thus, we conclude that once technical issues surrounding the function are established, support professionals will have more security and support about their role, allowing time and space to perform their work.
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spelling Inclusive education public policies: a perspective between school support professionals and mediated studentPolíticas públicas de educación inclusiva: una perspectiva entre los profesionales de apoyo escolar y el alumno mediadoPolíticas públicas de educação inclusiva: uma perspectiva entre os profissionais de apoio escolar e estudante mediado Políticas públicasEducação inclusivaProfissional de apoio EducacionalPublic policyInclusive educationEducational support professionalPolíticas públicasEducación inclusivaProfesional de apoyo educativoConsidering the universe of inclusion possibilities and perspectives, the aim of this study was to investigate the necessary training of support professionals to work in inclusive education, as well as to reflect on the ethical relationships that are forged between mediated teacher-students in the school context. As a methodological basis, documentary and bibliographic research of a qualitative nature was carried out, with the aim of verifying the performance of school support professionals from official documents to national legislation and literature review. Thus, we conclude that once technical issues surrounding the function are established, support professionals will have more security and support about their role, allowing time and space to perform their work.Considerando el universo de posibilidades y perspectivas de inclusión, el objetivo del estudio fue investigar la formación necesaria de los profesionales de apoyo para trabajar en educación inclusiva, así como reflexionar sobre las relaciones éticas que se construyen entre docente alumnos en el contexto escolar. Como base metodológica se realizó una investigación documental y bibliográfica cualitativa con el fin de verificar el desempeño de los profesionales de apoyo escolar desde documentos oficiales hasta la legislación nacional y revisión de la literatura. De esta forma, podemos concluir que, una vez establecidos los aspectos técnicos que involucran la función, los profesionales de soporte tendrán más seguridad y apoyo para sus atribuciones, garantizando tiempo y espacio para realizar su trabajo.Considerando o universo de possibilidades e perspectivas de inclusão, o objetivo deste estudo foi investigar sobre a formação necessária do profissional de apoio para a atuação na educação inclusiva, bem como refletir sobre as relações éticas que se forjam entre professor-aluno mediado no contexto escolar. Como base metodológica, foi realizada pesquisa documental e bibliográfica de natureza qualitativa, com intuito de averiguar atuação dos profissionais de apoio escolar a partir de documentos oficiais à legislação nacional e revisão de literaturas. Dessa forma, concluímos que uma vez estabelecidas questões técnicas que acercam a função, os profissionais de apoio terão mais segurança e respaldo acerca do seu papel, permitindo tempo e espaço para exercerem seu trabalho.Universidade Federal de Uberlândia2022-03-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/6162910.14393/REPOD-v11n1a2022-61629Revista Educação e Políticas em Debate; v. 11, n. 1 (jan./abr. 2022); 456-471Revista Educação e Políticas em Debate; v. 11, n. 1 (jan./abr. 2022); 456-471Revista Educação e Políticas em Debate; v. 11, n. 1 (jan./abr. 2022); 456-471Revista Educação e Políticas em Debate; v. 11, n. 1 (jan./abr. 2022); 456-4712238-8346reponame:Revista Educação e Políticas em Debateinstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporhttps://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/61629/33503Copyright (c) 2022 Revista Educação e Políticas em Debatehttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessNascimento, Priscila de Souza Rocha, Ricael Spirandeli 2023-01-11T21:37:47Zoai:ojs.www.seer.ufu.br:article/61629Revistahttps://seer.ufu.br/index.php/revistaeducaopoliticasPUBhttps://seer.ufu.br/index.php/revistaeducaopoliticas/oairevistaedupoliticas@faced.ufu.br||mvs@ufu.br|| mvieirufu@gmail.com10.143932238-83462238-8346opendoar:2023-01-11T21:37:47Revista Educação e Políticas em Debate - Universidade Federal de Uberlândia (UFU)false
dc.title.none.fl_str_mv Inclusive education public policies: a perspective between school support professionals and mediated student
Políticas públicas de educación inclusiva: una perspectiva entre los profesionales de apoyo escolar y el alumno mediado
Políticas públicas de educação inclusiva: uma perspectiva entre os profissionais de apoio escolar e estudante mediado
title Inclusive education public policies: a perspective between school support professionals and mediated student
spellingShingle Inclusive education public policies: a perspective between school support professionals and mediated student
Nascimento, Priscila de Souza
Políticas públicas
Educação inclusiva
Profissional de apoio Educacional
Public policy
Inclusive education
Educational support professional
Políticas públicas
Educación inclusiva
Profesional de apoyo educativo
title_short Inclusive education public policies: a perspective between school support professionals and mediated student
title_full Inclusive education public policies: a perspective between school support professionals and mediated student
title_fullStr Inclusive education public policies: a perspective between school support professionals and mediated student
title_full_unstemmed Inclusive education public policies: a perspective between school support professionals and mediated student
title_sort Inclusive education public policies: a perspective between school support professionals and mediated student
author Nascimento, Priscila de Souza
author_facet Nascimento, Priscila de Souza
Rocha, Ricael Spirandeli
author_role author
author2 Rocha, Ricael Spirandeli
author2_role author
dc.contributor.author.fl_str_mv Nascimento, Priscila de Souza
Rocha, Ricael Spirandeli
dc.subject.por.fl_str_mv Políticas públicas
Educação inclusiva
Profissional de apoio Educacional
Public policy
Inclusive education
Educational support professional
Políticas públicas
Educación inclusiva
Profesional de apoyo educativo
topic Políticas públicas
Educação inclusiva
Profissional de apoio Educacional
Public policy
Inclusive education
Educational support professional
Políticas públicas
Educación inclusiva
Profesional de apoyo educativo
description Considering the universe of inclusion possibilities and perspectives, the aim of this study was to investigate the necessary training of support professionals to work in inclusive education, as well as to reflect on the ethical relationships that are forged between mediated teacher-students in the school context. As a methodological basis, documentary and bibliographic research of a qualitative nature was carried out, with the aim of verifying the performance of school support professionals from official documents to national legislation and literature review. Thus, we conclude that once technical issues surrounding the function are established, support professionals will have more security and support about their role, allowing time and space to perform their work.
publishDate 2022
dc.date.none.fl_str_mv 2022-03-01
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 https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/61629
10.14393/REPOD-v11n1a2022-61629
url https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/61629
identifier_str_mv 10.14393/REPOD-v11n1a2022-61629
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/61629/33503
dc.rights.driver.fl_str_mv Copyright (c) 2022 Revista Educação e Políticas em Debate
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Revista Educação e Políticas em Debate
https://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Uberlândia
publisher.none.fl_str_mv Universidade Federal de Uberlândia
dc.source.none.fl_str_mv Revista Educação e Políticas em Debate; v. 11, n. 1 (jan./abr. 2022); 456-471
Revista Educação e Políticas em Debate; v. 11, n. 1 (jan./abr. 2022); 456-471
Revista Educação e Políticas em Debate; v. 11, n. 1 (jan./abr. 2022); 456-471
Revista Educação e Políticas em Debate; v. 11, n. 1 (jan./abr. 2022); 456-471
2238-8346
reponame:Revista Educação e Políticas em Debate
instname:Universidade Federal de Uberlândia (UFU)
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instname_str Universidade Federal de Uberlândia (UFU)
instacron_str UFU
institution UFU
reponame_str Revista Educação e Políticas em Debate
collection Revista Educação e Políticas em Debate
repository.name.fl_str_mv Revista Educação e Políticas em Debate - Universidade Federal de Uberlândia (UFU)
repository.mail.fl_str_mv revistaedupoliticas@faced.ufu.br||mvs@ufu.br|| mvieirufu@gmail.com
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