Atendimento educacional especializado e deficiência intelectual: avaliação pedagógica em foco
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Data
2022-03-04
Autores
Valentim, Fernanda Oscar Dourado
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A Educação Especial no Brasil passou por várias transformações e influências ao longo dos anos, principalmente, após mudanças que direcionaram a organização da escola e da sociedade em geral ao paradigma de inclusão escolar. Com tal prerrogativa, o Atendimento Educacional Especializado (AEE) foi se configurando como apoio/suporte à escolarização de alunos definidos como Público-Alvo da Educação Especial no ensino comum. As orientações e normativas acerca do formato deste serviço indicam-no com caráter complementar ou suplementar ao ensino comum, não podendo ser substitutivo. Nesta pesquisa, o objetivo foi investigar e analisar como vem sendo desenvolvida a avaliação pedagógica no AEE para alunos com deficiência intelectual, assim como indicar possibilidades de avaliação com foco na área da linguagem, neste contexto. Como aporte teórico-metodológico, foram utilizadas as proposições da Teoria Histórico-Cultural acerca do caráter social do desenvolvimento humano, que tem como seu principal representante Vigotski. Para a coleta de dados, fez-se uso de grupo focal, com a participação de cinco professoras que atuavam no AEE de um município do interior de São Paulo. As reuniões foram filmadas e transcritas para a análise. Optou-se pela seleção de três encontros de grupos focais nos quais se discutiram os temas: AEE; Deficiência Intelectual e Metodologia de ensino, respectivamente. O Software Atlas.Ti 8 foi utilizado para codificação e categorização dos relatos por temas relevantes que se constituíram em unidades de análise. Os principais resultados apontaram organização do AEE fragilizada, com dificuldades relacionadas à efetivação do ensino colaborativo; indefinição dos papéis de cada professor nesta perspectiva; grande rotatividade de professores do AEE na escola, o que dificulta um trabalho continuado; mostrou-se complexa também a relação entre tempo e demanda de alunos encaminhados para salas de recursos multifuncionais, assim como a ocorrência dos atendimentos no turno da escolarização comum. As professoras também indicaram em seus relatos limites nas concepções acerca do aluno com deficiência intelectual, pautadas em definições que se apoiam prioritariamente no modelo médico, com ênfase no laudo, o que, consequentemente, configurou-se num contexto para avaliação da aprendizagem pouco prospectivo, sem referentes ou indicativos pedagógicos para nortear a prática educativa direcionada a este aluno. A necessidade de formação continuada para atuar neste contexto também foi um aspecto levantado, além da extrema necessidade de reorganização da estrutura pela qual o AEE tem se pautado. Tais resultados indicam um cenário de pouco impacto na aprendizagem e desenvolvimento do aluno com deficiência intelectual, seja no contexto do AEE e, consequentemente, no ensino comum, além de demonstrar AEE com estrutura fragilizada. Mediante tais resultados, uma possibilidade apresentada seria a de um olhar avaliativo mais atento ao desenvolvimento das funções psíquicas superiores, especificamente, na área da linguagem. Tais indicativos podem servir como referência para futuros instrumentos ou referenciais de avaliação na área da deficiência intelectual.
Special Education in Brazil has undergone several transformations and influences over the years, mainly after changes that directed the organization of the school and society in general to the paradigm of school inclusion. With such a prerogative, the Specialized Educational Service (known in Brazil by the Portuguese acronym, AEE) was configured as support to the schooling of students defined as the target population of Special Education in common education. The guidelines and regulations regarding the format of this service indicate that it is complementary or supplementary to common education and cannot be a substitute. In this research, the objective was to investigate and analyze how the pedagogical evaluation in AEE for students with intellectual disabilities has been developed, as well as to indicate possibilities for evaluation with a focus on the area of language, in this context. As a theoretical-methodological contribution, the propositions of the cultural-historical theory about the social character of human development were used, whose main representative is Vygotsky. For data collection, focus groups were used, with the participation of five teachers who worked in the AEE of a city in the interior of São Paulo. The meetings were filmed and transcribed for analysis. It was decided to select three focus groups meetings in which the themes were discussed: AEE; Intellectual Disability and Teaching Methodology, respectively. The Atlas.Ti 8 Software was used for coding and categorizing the reports by relevant themes that constituted units of analysis. The main results pointed to a weakened organization of the AEE, with difficulties related to the effectiveness of collaborative teaching; lack of definition of the roles of each teacher in this perspective; high turnover of AEE teachers at school, which makes continued work difficult; the relationship between time and demand of students referred to multifunctional resource rooms also proved to be complex, as well as the occurrence of attendances during the regular schooling shift. In their reports, the teachers also indicated limits in the conceptions about students with intellectual disabilities, based on definitions that are primarily based on the medical model, with emphasis on the report, which, consequently, was configured in a context for the evaluation of learning that was not very prospective, without referents or pedagogical indications to guide the educational practice directed to this student. The need for continuing education to work in this context was also raised, in addition to the extreme need to reorganize the structure by which the AEE has been guided. Such results indicate a scenario of little impact on the learning and development of students with intellectual disabilities, whether in the context of AEE and consequently in common education, besides to demonstrating AEE with a fragile structure. Based on these results, a possibility presented would be a more attentive evaluative look at the development of higher psychic functions, specifically, in the area of language. Such indicators can serve as a reference for future assessment instruments or benchmarks in the area of intellectual disability.
Special Education in Brazil has undergone several transformations and influences over the years, mainly after changes that directed the organization of the school and society in general to the paradigm of school inclusion. With such a prerogative, the Specialized Educational Service (known in Brazil by the Portuguese acronym, AEE) was configured as support to the schooling of students defined as the target population of Special Education in common education. The guidelines and regulations regarding the format of this service indicate that it is complementary or supplementary to common education and cannot be a substitute. In this research, the objective was to investigate and analyze how the pedagogical evaluation in AEE for students with intellectual disabilities has been developed, as well as to indicate possibilities for evaluation with a focus on the area of language, in this context. As a theoretical-methodological contribution, the propositions of the cultural-historical theory about the social character of human development were used, whose main representative is Vygotsky. For data collection, focus groups were used, with the participation of five teachers who worked in the AEE of a city in the interior of São Paulo. The meetings were filmed and transcribed for analysis. It was decided to select three focus groups meetings in which the themes were discussed: AEE; Intellectual Disability and Teaching Methodology, respectively. The Atlas.Ti 8 Software was used for coding and categorizing the reports by relevant themes that constituted units of analysis. The main results pointed to a weakened organization of the AEE, with difficulties related to the effectiveness of collaborative teaching; lack of definition of the roles of each teacher in this perspective; high turnover of AEE teachers at school, which makes continued work difficult; the relationship between time and demand of students referred to multifunctional resource rooms also proved to be complex, as well as the occurrence of attendances during the regular schooling shift. In their reports, the teachers also indicated limits in the conceptions about students with intellectual disabilities, based on definitions that are primarily based on the medical model, with emphasis on the report, which, consequently, was configured in a context for the evaluation of learning that was not very prospective, without referents or pedagogical indications to guide the educational practice directed to this student. The need for continuing education to work in this context was also raised, in addition to the extreme need to reorganize the structure by which the AEE has been guided. Such results indicate a scenario of little impact on the learning and development of students with intellectual disabilities, whether in the context of AEE and consequently in common education, besides to demonstrating AEE with a fragile structure. Based on these results, a possibility presented would be a more attentive evaluative look at the development of higher psychic functions, specifically, in the area of language. Such indicators can serve as a reference for future assessment instruments or benchmarks in the area of intellectual disability.
Descrição
Palavras-chave
Atendimento educacional especializado, Deficiência intelectual, Avaliação pedagógica, Educação especial, Teoria histórico-cultural, Specialized educational service, Intellectual disability, Pedagogical evaluation, Special education, Cultural-historical theory
Como citar
VALENTIM, Fernanda Oscar Dourado. Atendimento educacional especializado e deficiência intelectual: avaliação pedagógica em foco. Universidade Estadual Paulista (Unesp), 2022.