A perspectiva do professor da Educação Especial no contexto da escola comum
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Data
2020-02-05
Autores
Santos, Denise Cristina da Costa França dos
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Universidade Estadual Paulista (Unesp)
Resumo
No Brasil, a partir da década de 1970, o tema da Educação Especial ganhou nova dimensão no campo educacional. No decorrer desse período, a Educação Especial passou por algumas reformulações conceituais e de atendimento, baseadas principalmente, nos princípios de normalização e integração escolar. Em virtude desse modelo ter sido criticado, exatamente porque a responsabilidade da não adaptação recaía sobre o sujeito, surgiu então, no bojo das políticas sociais inclusivas, a mais recente e muito significativa reformulação em termos conceituais e mesmo quanto ao modelo de atendimento, chegando à escola como inclusão educacional, propondo-se a abranger as minorias excluídas do sistema educacional, entre elas os alunos Público Alvo da Educação Especial (PAEE). A universalização do acesso à escola regular é preeminente em uma sociedade inclusiva. Contudo, alguns estudos vêm apontando as dificuldades apresentadas pelo sistema comum de ensino, tanto no que se refere à organização e infraestrutura dos espaços escolares, quanto à formação de professores. A inclusão educacional, para ser de qualidade, pressupõe muitas alterações no espaço escolar. Nesse novo modelo educacional a Educação Especial deixa de ser substitutiva e passa a ser complementar à educação comum, o que implica em um trabalho de parceria e colaboração. O ensino colaborativo faz parte da proposta educacional de alguns países, e tem favorecido a inclusão dos alunos PAEE. Nessa direção, o objetivo principal dessa pesquisa foi analisar o trabalho desenvolvido pelo professor especializado neste contexto de transição do papel da Educação Especial de um modelo substitutivo para um modelo complementar. Para tanto, utilizamos uma metodologia de abordagem qualitativa do tipo descritiva e como técnica de coleta de dados foram feitos encontros em grupo focal com seis professoras especializadas de um município do Estado de São Paulo. Com esse estudo foi possível dar voz a essas professoras especializadas em educação especial. Para análise e interpretação dos dados coletados, utilizamos a Análise de Conteúdo. Após a transcrição literal das falas das participantes, foram construídas categorias de análise que permitiram discutir os dados. Os resultados apontam a necessidade de uma reestruturação na organização escolar, desde o espaço físico e arquitetônico, até as mudanças atitudinais e de trabalho dos professores. Evidencia-se a necessidade de se desenvolver um trabalho colaborativo junto à gestão pedagógica e toda equipe escolar e constata-se a urgência da definição do papel do professor da educação especial e também a colaboração entre o professor regente e o especializado. Conclui-se que, apesar da legislação vigente, as práticas cotidianas ainda estão distantes de um sistema inclusivo que favoreça o ensino para todos e que os professores especialistas e o das salas comuns ainda encontram muitas barreiras para articularem o trabalho de coensino, o que favoreceria a formação de uma escola colaborativa e inclusiva. Esperamos que seja apenas o início do diálogo, pois muito ainda necessita ser pesquisado, muitas pessoas precisam ser ouvidas e práticas serem alteradas, para que se efetive a tão almejada inclusão.
In Brazil, since the 1970s, the theme of Special Education has gained a new dimension in the educational field. During this period, special education underwent to some conceptual and service reformulations, based mainly on the principles of normalization and school integration. Because this model was criticized, precisely because of the blame for non- adaptation fell on the subject, then emerged, in the midst of inclusive social policies, the most recent and very significant reformulation in conceptual terms and even regarding the model of care, reaching the school as an educational inclusion, proposing to cover minorities excluded from the educational system, including students Target Audience Students of Special Education (PAEE) (TASE). Universalization of access to mainstream schools is prominent in an inclusive society. However, some studies have pointed to the difficulties presented by the common education system, as regards the organization and infrastructure of school spaces, as well as teacher training. To have quality in educational inclusion presupposes many changes in the school space. In this new educational model, Special Education ceases to be substitutive and becomes complementary to common education, which implies a work of partnership and collaboration. Collaborative teaching is part of the educational proposal of some countries, and has favored the inclusion of PAEE (TASE) students. In this sense, the main objective of this research was to analyze the work developed by the specialized teacher in this context of transition from the role of Special Education from a substitute model to a complementary model. For this, we used a qualitative approach methodology of descriptive type and as a data collection technique, focus group meetings were held with seven specialized teachers from a city in the state of São Paulo.With this study it was possible to give voice to these teachers specialized in special education. For analysis and interpretation of the collected data, we used Bardin's Content Analysis. After the literal transcription of the participants' speeches, categories of analysis were constructed that allowed discussing the data. The results point to the need for a restructuring in the school organization, from the physical and architectural space, to the attitudinal and work changes of the teachers. It highlights the need to develop a collaborative work with the pedagogical management and all school staff and it is noted the urgency of defining the role of the teacher of special education and also the collaboration between the teaching teacher and the specialist. It is concluded that despite current legislation, everyday practices are still far from an inclusive system that favors teaching for all, and that specialist teachers and common room teachers still encounter many barriers to articulate coensine work, which would favor the formation of a collaborative and inclusive school. We hope that this is just the beginning of the dialogue, because much still needs to be researched, many people need to be heard and practices changed, in order to achieve the longed for inclusion.
In Brazil, since the 1970s, the theme of Special Education has gained a new dimension in the educational field. During this period, special education underwent to some conceptual and service reformulations, based mainly on the principles of normalization and school integration. Because this model was criticized, precisely because of the blame for non- adaptation fell on the subject, then emerged, in the midst of inclusive social policies, the most recent and very significant reformulation in conceptual terms and even regarding the model of care, reaching the school as an educational inclusion, proposing to cover minorities excluded from the educational system, including students Target Audience Students of Special Education (PAEE) (TASE). Universalization of access to mainstream schools is prominent in an inclusive society. However, some studies have pointed to the difficulties presented by the common education system, as regards the organization and infrastructure of school spaces, as well as teacher training. To have quality in educational inclusion presupposes many changes in the school space. In this new educational model, Special Education ceases to be substitutive and becomes complementary to common education, which implies a work of partnership and collaboration. Collaborative teaching is part of the educational proposal of some countries, and has favored the inclusion of PAEE (TASE) students. In this sense, the main objective of this research was to analyze the work developed by the specialized teacher in this context of transition from the role of Special Education from a substitute model to a complementary model. For this, we used a qualitative approach methodology of descriptive type and as a data collection technique, focus group meetings were held with seven specialized teachers from a city in the state of São Paulo.With this study it was possible to give voice to these teachers specialized in special education. For analysis and interpretation of the collected data, we used Bardin's Content Analysis. After the literal transcription of the participants' speeches, categories of analysis were constructed that allowed discussing the data. The results point to the need for a restructuring in the school organization, from the physical and architectural space, to the attitudinal and work changes of the teachers. It highlights the need to develop a collaborative work with the pedagogical management and all school staff and it is noted the urgency of defining the role of the teacher of special education and also the collaboration between the teaching teacher and the specialist. It is concluded that despite current legislation, everyday practices are still far from an inclusive system that favors teaching for all, and that specialist teachers and common room teachers still encounter many barriers to articulate coensine work, which would favor the formation of a collaborative and inclusive school. We hope that this is just the beginning of the dialogue, because much still needs to be researched, many people need to be heard and practices changed, in order to achieve the longed for inclusion.
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Palavras-chave
Inclusão Escolar, Educação Especial, Ensino Colaborativo, Professores Especializados, School Inclusion, Special Education, Collaborative Teaching, Specialized Teachers