A Educação Inclusiva e a Formação dos Professores do Atendimento Educacional Especializado: análise em uma rede municipal no interior de Minas Gerais
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Data
2018-12-14
Autores
Borges, Angelita Salomão Muzeti
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Universidade Estadual Paulista (Unesp)
Resumo
A construção de sistemas educacionais inclusivos prevê a reestruturação das escolas e das práticas pedagógicas. Para apoiar a inclusão educacional dos estudantes com deficiência fora implementado o Atendimento Educacional Especializado, proferido desde a Constituição Federativa do Brasil de 1988, proposto e implantado pela Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva de 2008, objetivando a diminuição das possíveis barreiras educacionais e de acessibilidade enfrentadas pelos estudantes com deficiência, transtornos globais do desenvolvimento e altas habilidades/superdotação, tanto na sociedade quanto no desenvolvimento de sua aprendizagem, articulando os saberes da Educação Especial com os saberes do ensino comum. Apesar dos avanços legais que resultaram na expansão das matrículas desses estudantes na rede regular de ensino, há ainda desafios no que diz respeito à formação dos professores e ao acesso qualificado do ensino. A presente pesquisa, configurada como descritiva e qualitativa, concerne em um estudo de caso realizado na rede municipal de educação de uma cidade no interior de Minas Gerais e teve como objetivo analisar a contribuição da formação dos professores especialistas das Salas de Recursos Multifuncionais (SRM) para a efetivação de uma prática pedagógica na perspectiva da educação inclusiva. Foram realizadas a pesquisa bibliográfica, análise documental, além de entrevistas semiestruturadas com a coordenadora da educação inclusiva e com as professoras das salas de recursos multifuncionais, a fim de investigar a periodicidade da oferta, o aprofundamento e a consonância teoria – prática dos cursos de formação continuada oferecidos pelo Ministério da Educação e pela Secretaria Municipal de Educação. Os resultados da pesquisa apontam a escassez do oferecimento de cursos de formação continuada pelos Governos Federal e Estadual, e apesar da ausência de estruturação das políticas de formação destinadas aos professores do atendimento educacional especializado, há registros da fomentação desses cursos oferecidos pela Secretaria Municipal de Educação. Também apontam que a maioria desses cursos foram oferecidos por empresas formadoras, compondo cargas horárias mínimas, dificultando o aprofundamento de metodologias para a aplicabilidade dos atendimentos nas salas de recursos multifuncionais.
The construction of inclusive educational systems provides for the restructuring of schools and pedagogical practices. To support the educational inclusion of disabled students, the specialized educational service was implemented, delivered since the federative Constitution of Brazil of 1988, proposed and executed by the National Policy of Special Education in Perspective of Inclusive Education of 2008, aiming to reduce possible educational and accessibility barriers faced by students with disabilities, global developmental disorders as well as those gifted ones, both in social relations and in the development of their learning, articulating the knowledge of special education with the knowledge of regular education. Despite the legal advances that have resulted in the expansion of enrolments of these students in the regular school system, there are still challenges regarding teacher training and qualified access to education. The present research, configured as descriptive and qualitative, concerns a case study carried out in the Municipal Education System of a city in the interior of the state of Minas Gerais and aimed to analyze the contribution of the training of expert teachers working in multifunctional resource rooms for the realization of pedagogical practice in the perspective of inclusive education. The bibliographic research, documentary analysis, and semi- structured interviews with the Coordinator of Inclusive Education and with the teachers of the multifunctional resource rooms were undertaken in order to investigate the periodicity of the offer, the deepening and the consonance practical theory of continuing training courses offered by the Ministry of Education and the Municipal Secretariat of Education. The results of the research indicate the scarcity of the offering of courses of continuing education by the Federal and State governments, and, despite the lack of structuring of training policies aimed at teachers of Specialized Educational Service, there are records of the fomentation of these courses offered by the Municipal Secretariat of Education. They also highlight that most of these courses were offered by training companies, composing minimum hourly loads, making it difficult to deepen methodologies for the applicability of the services in multifunctional resource rooms.
The construction of inclusive educational systems provides for the restructuring of schools and pedagogical practices. To support the educational inclusion of disabled students, the specialized educational service was implemented, delivered since the federative Constitution of Brazil of 1988, proposed and executed by the National Policy of Special Education in Perspective of Inclusive Education of 2008, aiming to reduce possible educational and accessibility barriers faced by students with disabilities, global developmental disorders as well as those gifted ones, both in social relations and in the development of their learning, articulating the knowledge of special education with the knowledge of regular education. Despite the legal advances that have resulted in the expansion of enrolments of these students in the regular school system, there are still challenges regarding teacher training and qualified access to education. The present research, configured as descriptive and qualitative, concerns a case study carried out in the Municipal Education System of a city in the interior of the state of Minas Gerais and aimed to analyze the contribution of the training of expert teachers working in multifunctional resource rooms for the realization of pedagogical practice in the perspective of inclusive education. The bibliographic research, documentary analysis, and semi- structured interviews with the Coordinator of Inclusive Education and with the teachers of the multifunctional resource rooms were undertaken in order to investigate the periodicity of the offer, the deepening and the consonance practical theory of continuing training courses offered by the Ministry of Education and the Municipal Secretariat of Education. The results of the research indicate the scarcity of the offering of courses of continuing education by the Federal and State governments, and, despite the lack of structuring of training policies aimed at teachers of Specialized Educational Service, there are records of the fomentation of these courses offered by the Municipal Secretariat of Education. They also highlight that most of these courses were offered by training companies, composing minimum hourly loads, making it difficult to deepen methodologies for the applicability of the services in multifunctional resource rooms.
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Palavras-chave
Políticas Públicas, Educação Especial, Inclusão Educacional, Formação de Professores, Atendimento Educacional Especializado, Public Policies, Special Education, Educational Inclusion, Teacher training, Specialized Educational Service