A colaboração entre professores e equipes multiprofissionais no processo de inclusão escolar

• Autor(a) principal: Delgado, Mariana Garcia
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: https://hdl.handle.net/11449/252330
• topic: Educação especial; Inclusão escolar; Consultoria colaborativa; Professores; Equipe multiprofissional; Special education; School inclusion; Collaborative consulting; Teachers; Multiprofessional team

The progressive schooling of students who are the target audience of special education, namely those with disabilities, global developmental disorders and with high abilities/giftedness in regular classes, is one of the consequences of the implementation of the Política Nacional de Educação Especial na perspectiva da Educação Inclusiva (2008). The performance of multidisciplinary teams - health professionals, special educators and psych pedagogues - as support to the development and learning process of these students is often necessary; this partnership can be developed through collaborative teaching or collaborative consulting, the latter being described in the international literature as a promising model in ensuring the process of school inclusion. This service consists of collaboration between professionals with specific knowledge, parents, teachers and students, in order to develop strategies so that the learning and behavior of the latter are positive. Therefore, the present study aimed to investigate the insertion of PAEE students in a regular school in the interior of the São Paulo state, through the view of ordinary teachers in regular classrooms, special educators and collaborators of multi-professional teams. To this end, the qualitative research had as a data collection instrument the semi-structured interview with the participants of a private institution and an external professional. It is worth noting that the research took place during the COVID-19 pandemic, so there were some complications during data collection. The data were analyzed according to the Content Analysis proposed by Bardin (1977) and separated into three categories: Conceptions of collaborative consulting – What the PPP points out and What the participants say -; Interaction and collaboration between school, family and multi-professional team; Contributions of intersectoriality between school and multi-professional team. With the data collected, it was evidenced that collaborative consulting has not been developed in the investigated institution. In addition, it revealed that not all collaborative work between school and external professionals is characterized as a consultancy, despite this, a support network in the process of school inclusion is a significant improvement. It was also found that it is necessary to invest in initial and continuing education in education for professionals with training in the health area, as they do not understand the context and demands of the classroom, especially because this is a collective environment, that is, the work developed within the office is not possible to be applied within the classroom. Finally, continuing education has been shown as urgent for school professionals to understand that the multi-professional team does not have the responsibility to provide answers to this context, nor to solve the demands presented, since they do not have a direct service provision link with the institution and that the answers must be built collaboratively by all those involved in the educational process.