Atendimento educacional especializado e a Educação de Jovens e Adultos: arte e estéticas inclusivas
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Data
2019-02-15
Autores
Cezário, Andreza Patricia Balbino
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A Educação de Jovens e Adultos (EJA) apresenta avanços legais considerando a população que não possui instrução escolar ou não conseguiu concluí-la e o aluno com deficiência. Porém a EJA demanda, ainda, de diretrizes específicas devido à ausência na articulação dos documentos para o Atendimento Educacional Especializado (AEE). A EJA requer uma formação escolar para efetivar a participação, a interação na prática da vida social e o ensino de Arte possibilita a aproximação com a cultura, com os saberes e manifestações artísticas. Como referencial, os estudos históricos, teórico-metodológicos de Paulo Freire com base nos fundamentos da educação emancipatória que defende a ação dialógica que favorece o desenvolvimento da consciência crítica. E sobre o ensino de Arte as propostas de Territórios da Arte e Cultura e as concepções da Arte como área de conhecimento. Nesse sentido, o objetivo desse estudo é compreender as vivências dos alunos com deficiência na EJA, especificamente no AEE considerando o ensino de Arte e aplicar oficinas que se relacionam aos aspectos cognitivos e psicomotores no trabalho com as diferentes linguagens artísticas e processos de reflexão. E como objetivos específicos: a) analisar as demandas de EJA e Educação Especial voltadas para o ensino de Arte e como se entrelaçam; b) analisar como o professor especialista do AEE na EJA compreende o ensino de Arte; c) propor a elaboração de um álbum seriado com adaptações curriculares. A metodologia de abordagem qualitativa, pesquisa intervenção, foi realizada em um Polo Educacional para EJA, que faz parte de uma escola de Educação de Jovens e Adultos em um município do interior do estado de São Paulo. Participaram 15 (quinze) alunos com deficiência, cuja idade variou entre 17 (dezessete) e 75 (setenta e cinco) anos e uma professora da educação especial. Foram realizadas quatro oficinas de Arte, com adaptações curriculares, na sala de Recursos Multifuncionais, espaço destinado ao AEE, no período de quatro meses. Os dados foram coletados e organizados nas seguintes categorias: observações das vivências do AEE, questionário para a professora especialista, registros descritivos e fotográficos. Após leitura minuciosa os dados foram organizados em quadros para análise descritiva, os quais ofereceram subsídios para as intervenções propostas nas oficinas de Arte realizadas no espaço do AEE. A análise foi centrada nas práticas pedagógicas dos conteúdos da Arte realizadas no AEE e os resultados da pesquisa apontaram para a necessidade de ampliar as discussões sobre as particularidades do AEE na EJA, e também, que as práticas do ensino de Arte realizadas apresentavam lacunas. Observamos a predominância da confecção artística. É essencial ressignificar às práticas pedagógicas para os conhecimentos sobre a Arte e cultura. Com relação as pesquisas sobre esse viés demonstraram reduzido número de publicações, reforça-se o olhar e as reflexões sobre a efetivação dos direitos educacionais dos alunos jovens e adultos com deficiência. Esse trabalho defende a articulação entre os professores da sala regular e ensino especial como mobilizadora da ação educativa inclusiva na EJA. O produto educacional em forma de um álbum seriado, está disponibilizado on-line com oficinas inclusivas de Arte e jogos pedagógicos.
Youth and Adult Education (EJA) presents legal advances considering the population that does not have school education or could not complete it and the student with a disability. However, the EJA also demands specific guidelines due to the lack of articulation of documents for the Specialized Educational Assistance (AEE). The EJA requires a school education to effect participation, interaction in the practice of social life and the teaching of art makes possible the approximation with culture, with the knowledge and artistic manifestations. As a reference, Paulo Freire's historical, theoretical-methodological studies based on the foundations of emancipatory education that defend the dialogic action that favors the development of critical consciousness. And on the teaching of Art the proposals of Territories of Art and Culture and the conceptions of Art as an area of knowledge. In this sense, the objective of this study is to understand the experiences of students with disabilities in the EJA, specifically in the ESA considering the teaching of Art and to propose curricular adaptations when necessary. Its specific objectives were: a) to discuss ESA proposals and how students with disabilities were served in their educational needs; b) explain the articulation of ESA and common teaching; c) propose art workshops; d) elaboration of a serial album with curricular adaptations for the workshops. The methodology of qualitative approach, intervention research, was carried out in an Educational Pole for EJA, which is part of a School of Youth and Adult Education in a municipality in the interior of the state of São Paulo. Fifteen (15) students with disabilities ranged in age from 17 (seventeen) to 75 (seventy-five) years and a special education teacher. There were four Art workshops, with curricular adaptations, in the Multifunctional Resources room, space for the EEA, in the period of four months. The data were collected and organized into the following categories: observations of the ESA experiences, questionnaire for the specialist teacher, descriptive and photographic records. After a thorough reading, the data were organized into descriptive tables, which provided subsidies for the interventions proposed in the Art workshops held in the ESA space. The analysis focused on the pedagogical practices of the contents of Art carried out in the ESA and the results of the research pointed to the need to broaden the discussions about the particularities of the ESA in the EJA and also that the art teaching practices carried out presented gaps. We observe the predominance of artistic confection. It is essential to re-assign pedagogical practices to knowledge about art and culture. With regard to the research on this bias, they have shown a reduced number of publications, reinforcing the look and reflections on the effectiveness of the educational rights of young students and adults with disabilities. This work defends the articulation between the teachers of the regular classroom and special education as a mobilizer of the inclusive educational action in the EJA. The educational product in the form of a serial album, is available online with comprehensive Art workshops and educational games.
Youth and Adult Education (EJA) presents legal advances considering the population that does not have school education or could not complete it and the student with a disability. However, the EJA also demands specific guidelines due to the lack of articulation of documents for the Specialized Educational Assistance (AEE). The EJA requires a school education to effect participation, interaction in the practice of social life and the teaching of art makes possible the approximation with culture, with the knowledge and artistic manifestations. As a reference, Paulo Freire's historical, theoretical-methodological studies based on the foundations of emancipatory education that defend the dialogic action that favors the development of critical consciousness. And on the teaching of Art the proposals of Territories of Art and Culture and the conceptions of Art as an area of knowledge. In this sense, the objective of this study is to understand the experiences of students with disabilities in the EJA, specifically in the ESA considering the teaching of Art and to propose curricular adaptations when necessary. Its specific objectives were: a) to discuss ESA proposals and how students with disabilities were served in their educational needs; b) explain the articulation of ESA and common teaching; c) propose art workshops; d) elaboration of a serial album with curricular adaptations for the workshops. The methodology of qualitative approach, intervention research, was carried out in an Educational Pole for EJA, which is part of a School of Youth and Adult Education in a municipality in the interior of the state of São Paulo. Fifteen (15) students with disabilities ranged in age from 17 (seventeen) to 75 (seventy-five) years and a special education teacher. There were four Art workshops, with curricular adaptations, in the Multifunctional Resources room, space for the EEA, in the period of four months. The data were collected and organized into the following categories: observations of the ESA experiences, questionnaire for the specialist teacher, descriptive and photographic records. After a thorough reading, the data were organized into descriptive tables, which provided subsidies for the interventions proposed in the Art workshops held in the ESA space. The analysis focused on the pedagogical practices of the contents of Art carried out in the ESA and the results of the research pointed to the need to broaden the discussions about the particularities of the ESA in the EJA and also that the art teaching practices carried out presented gaps. We observe the predominance of artistic confection. It is essential to re-assign pedagogical practices to knowledge about art and culture. With regard to the research on this bias, they have shown a reduced number of publications, reinforcing the look and reflections on the effectiveness of the educational rights of young students and adults with disabilities. This work defends the articulation between the teachers of the regular classroom and special education as a mobilizer of the inclusive educational action in the EJA. The educational product in the form of a serial album, is available online with comprehensive Art workshops and educational games.
Descrição
Palavras-chave
Educação de Jovens e Adultos, Educação especial, Atendimento educacional especializado, Educação inclusiva, Arte, Youth and Adult Education, Special education, Specialized educational assistance, Inclusive education, Art