The support professional and the inclusion process of public pupils target of special education

Detalhes bibliográficos
Autor(a) principal: Ziliotto, Denise Macedo
Data de Publicação: 2020
Outros Autores: Burchert, Amanda
Tipo de documento: Artigo
Idioma: por
Título da fonte: Roteiro (Joaçaba. Online)
Texto Completo: https://periodicos.unoesc.edu.br/roteiro/article/view/21096
Resumo: The article aims to analyze the performance of the Support Professional (PA) in the Process of inclusion of public-targeted students of special education in public education fundamental. The legal regulations relating to the support professional are recent and specific demands, observing that the functions developed by these professionals are diverse in school contexts. The research has a nature qualitative and exploratory, and had as instruments for data collection interviews with support professionals, municipal education plans and legislation regarding the object of study. The field of selected research refers to public elementary schools located in municipalities of the state of Rio Grande do Sul (RS), and the data analyzed under the hermeneutic perspective. The results indicate the predominance of students of trainees or monitors to act as PAs, with no Identification or initial choice of work with special education. The service is to one or two students in the classroom, covering activities of planning, teaching, adaptation and production of materials, characterizing a pedagogical conduction in the support carried out. It is observed that the relationship of students with the teacher, with colleagues and other participants of the school is restricted, defining a majority linkage with the PA. In the context investigated, the creation of the support device doesn’t ensure the inclusive condition, referring the attendance of the student referred to the professional who assists him, permeated inconsistencies in the educative offer and the limited inclusive coexistence with the class and with the school community as a whole.
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spelling The support professional and the inclusion process of public pupils target of special education El profesional de apoyo e el proceso de inclusión de alumnos público-punto de la educación especial O profissional de apoio e a inclusão de alunos público-alvo da educação especial Escolas PúblicasInclusãoPAEscuelas PúblicasInclusiónProfesional de apoyoPublic schoolsInclusionProfessional supportThe article aims to analyze the performance of the Support Professional (PA) in the Process of inclusion of public-targeted students of special education in public education fundamental. The legal regulations relating to the support professional are recent and specific demands, observing that the functions developed by these professionals are diverse in school contexts. The research has a nature qualitative and exploratory, and had as instruments for data collection interviews with support professionals, municipal education plans and legislation regarding the object of study. The field of selected research refers to public elementary schools located in municipalities of the state of Rio Grande do Sul (RS), and the data analyzed under the hermeneutic perspective. The results indicate the predominance of students of trainees or monitors to act as PAs, with no Identification or initial choice of work with special education. The service is to one or two students in the classroom, covering activities of planning, teaching, adaptation and production of materials, characterizing a pedagogical conduction in the support carried out. It is observed that the relationship of students with the teacher, with colleagues and other participants of the school is restricted, defining a majority linkage with the PA. In the context investigated, the creation of the support device doesn’t ensure the inclusive condition, referring the attendance of the student referred to the professional who assists him, permeated inconsistencies in the educative offer and the limited inclusive coexistence with the class and with the school community as a whole.El artículo tiene como objetivo analizar la actuación de el profesional de apoyo (PA) en el proceso de inclusión de alumnos público objetivo de la educación especial en la enseñanza pública fundamental. La normativa jurídica relativa al profesional de apoyo es reciente y demanda especificidades, observándose que las funciones desarrolladas por este profesional son diversas en los diferentes contextos escolares. La investigación posee naturaleza cualitativa y exploratoria, y tuvo como instrumentos para la recolección de datos entrevistas con profesionales de apoyo, planes de educación municipal y legislación sobre el objeto de estudio. El campo de investigación elegido se remite a las escuelas de enseñanza fundamental públicas ubicadas en municipios del estado del Rio Grande do Sul (RS), siendo los resultados analizados bajo la perspectiva hermenéutica. Los resultados indican predominancia de estudiantes de graduación como pasantes o monitores para actuar como PAs, no habiendo identificación o elección inicial del trabajo con educación especial. La atención se dirige a uno o dos alumnos en el aula, abarcando actividades de planificación, adaptación y producción de materiales, enseñanza, caracterizando una conducción pedagógica en el apoyo realizado. Se observa que la relación de los alumnos atendidos con el profesor, con los colegas y demás participantes de la escuela está restringida, así como las potencialidades de aprendizaje de los estudiantes, en la evaluación de las PAs. El contexto de la actuación del profesional de apoyo investigado evidencia la creación de dispositivos legales muchas veces desatendidos de políticas que aseguren la inclusión, de modo que la creación de cargos y recursos no fragmente la propuesta de atención al alumno de la educación especial, sino contrariamente, concretice una posibilidad y actuación multiprofesional en red.O artigo teve como objetivo analisar a atuação do profissional de apoio (PA) no processo de inclusão de alunos público-alvo da Educação Especial no ensino público fundamental. A normativa jurídica relativa ao PA é recente e demanda especificidades, observando-se que as funções desenvolvidas por esse profissional são diversas nos contextos escolares. A pesquisa possui natureza qualitativa e exploratória e teve como instrumentos para coleta de dados entrevistas com profissionais de apoio, planos municipais de educação e legislação atinente ao objeto de estudo. O campo de investigação escolhido remete-se às escolas de ensino fundamental públicas localizadas em municípios do Estado do Rio Grande do Sul (RS), sendo os dados analisados sob a perspectiva hermenêutica. Os resultados indicam a predominância de estudantes de graduação como estagiários ou monitores para atuarem como profissionais de apoio, não havendo identificação ou escolha inicial do trabalho com a Educação Especial. O atendimento é direcionado a um ou dois alunos em sala de aula, abarcando atividades de planejamento, ensino, adaptação e produção de materiais, caracterizando uma condução pedagógica no apoio realizado. Observa-se que a relação dos alunos com o professor, com os colegas e demais participantes da escola é restrita, configurando uma vinculação majoritária com o PA. No contexto investigado, a criação do dispositivo de apoio não assegura a condição inclusiva, remetendo o atendimento do aluno referencialmente ao profissional que lhe assiste, permeado por inconsistências na oferta educativa e pela restrita convivência inclusiva com a turma e com a comunidade escolar como um todo.Universidade do Oeste de Santa Catarina2020-06-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttps://periodicos.unoesc.edu.br/roteiro/article/view/2109610.18593/r.v45i0.21096Roteiro; Vol. 45 (2020): Roteiro; 1-24Roteiro; Vol. 45 (2020): Roteiro; 1-24Roteiro; Vol. 45 (2020): Roteiro; 1-24Roteiro; v. 45 (2020): Roteiro; 1-24Roteiro; Vol. 45 (2020): Roteiro; 1-242177-60590104-431110.18593/r.v45i0reponame:Roteiro (Joaçaba. Online)instname:Universidade do Oeste de Santa Catarina (UNOESC)instacron:UNOESCporhttps://periodicos.unoesc.edu.br/roteiro/article/view/21096/14409https://periodicos.unoesc.edu.br/roteiro/article/view/21096/15692Copyright (c) 2020 Denise Macedo Ziliottoinfo:eu-repo/semantics/openAccessZiliotto, Denise MacedoBurchert, Amanda2021-02-18T19:31:11Zoai:ojs.periodicos.unoesc.edu.br:article/21096Revistahttps://portalperiodicos.unoesc.edu.br/roteirohttps://portalperiodicos.unoesc.edu.br/roteiro/oairoteiro@unoesc.edu.br||editora@unoesc.edu.br||roteiro@unoesc.edu.br|| debora.pereira@unoesc.edu.br2177-60590104-4311opendoar:2021-02-18T19:31:11Roteiro (Joaçaba. Online) - Universidade do Oeste de Santa Catarina (UNOESC)false
dc.title.none.fl_str_mv The support professional and the inclusion process of public pupils target of special education
El profesional de apoyo e el proceso de inclusión de alumnos público-punto de la educación especial
O profissional de apoio e a inclusão de alunos público-alvo da educação especial
title The support professional and the inclusion process of public pupils target of special education
spellingShingle The support professional and the inclusion process of public pupils target of special education
Ziliotto, Denise Macedo
Escolas Públicas
Inclusão
PA
Escuelas Públicas
Inclusión
Profesional de apoyo
Public schools
Inclusion
Professional support
title_short The support professional and the inclusion process of public pupils target of special education
title_full The support professional and the inclusion process of public pupils target of special education
title_fullStr The support professional and the inclusion process of public pupils target of special education
title_full_unstemmed The support professional and the inclusion process of public pupils target of special education
title_sort The support professional and the inclusion process of public pupils target of special education
author Ziliotto, Denise Macedo
author_facet Ziliotto, Denise Macedo
Burchert, Amanda
author_role author
author2 Burchert, Amanda
author2_role author
dc.contributor.author.fl_str_mv Ziliotto, Denise Macedo
Burchert, Amanda
dc.subject.por.fl_str_mv Escolas Públicas
Inclusão
PA
Escuelas Públicas
Inclusión
Profesional de apoyo
Public schools
Inclusion
Professional support
topic Escolas Públicas
Inclusão
PA
Escuelas Públicas
Inclusión
Profesional de apoyo
Public schools
Inclusion
Professional support
description The article aims to analyze the performance of the Support Professional (PA) in the Process of inclusion of public-targeted students of special education in public education fundamental. The legal regulations relating to the support professional are recent and specific demands, observing that the functions developed by these professionals are diverse in school contexts. The research has a nature qualitative and exploratory, and had as instruments for data collection interviews with support professionals, municipal education plans and legislation regarding the object of study. The field of selected research refers to public elementary schools located in municipalities of the state of Rio Grande do Sul (RS), and the data analyzed under the hermeneutic perspective. The results indicate the predominance of students of trainees or monitors to act as PAs, with no Identification or initial choice of work with special education. The service is to one or two students in the classroom, covering activities of planning, teaching, adaptation and production of materials, characterizing a pedagogical conduction in the support carried out. It is observed that the relationship of students with the teacher, with colleagues and other participants of the school is restricted, defining a majority linkage with the PA. In the context investigated, the creation of the support device doesn’t ensure the inclusive condition, referring the attendance of the student referred to the professional who assists him, permeated inconsistencies in the educative offer and the limited inclusive coexistence with the class and with the school community as a whole.
publishDate 2020
dc.date.none.fl_str_mv 2020-06-22
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://periodicos.unoesc.edu.br/roteiro/article/view/21096
10.18593/r.v45i0.21096
url https://periodicos.unoesc.edu.br/roteiro/article/view/21096
identifier_str_mv 10.18593/r.v45i0.21096
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unoesc.edu.br/roteiro/article/view/21096/14409
https://periodicos.unoesc.edu.br/roteiro/article/view/21096/15692
dc.rights.driver.fl_str_mv Copyright (c) 2020 Denise Macedo Ziliotto
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Denise Macedo Ziliotto
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade do Oeste de Santa Catarina
publisher.none.fl_str_mv Universidade do Oeste de Santa Catarina
dc.source.none.fl_str_mv Roteiro; Vol. 45 (2020): Roteiro; 1-24
Roteiro; Vol. 45 (2020): Roteiro; 1-24
Roteiro; Vol. 45 (2020): Roteiro; 1-24
Roteiro; v. 45 (2020): Roteiro; 1-24
Roteiro; Vol. 45 (2020): Roteiro; 1-24
2177-6059
0104-4311
10.18593/r.v45i0
reponame:Roteiro (Joaçaba. Online)
instname:Universidade do Oeste de Santa Catarina (UNOESC)
instacron:UNOESC
instname_str Universidade do Oeste de Santa Catarina (UNOESC)
instacron_str UNOESC
institution UNOESC
reponame_str Roteiro (Joaçaba. Online)
collection Roteiro (Joaçaba. Online)
repository.name.fl_str_mv Roteiro (Joaçaba. Online) - Universidade do Oeste de Santa Catarina (UNOESC)
repository.mail.fl_str_mv roteiro@unoesc.edu.br||editora@unoesc.edu.br||roteiro@unoesc.edu.br|| debora.pereira@unoesc.edu.br
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