Programa de ensino intersetorial colaborativo: participação e inclusão escolar do aluno da educação especial
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Data
2023-03-02
Autores
Rigoletti, Vanessa Calciolari
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Uma equipe pedagógica que estabelece parcerias intersetoriais colaborativas tem maior possibilidade de compreender e atender as especificidades dos alunos. Os desafios da rotina escolar sugerem a promoção de um programa de ensino que deve nascer do perfil do grupo, das habilidades do aluno, do caso de ensino, das barreiras percebidas, da seleção e das contribuições dos membros que nele atuarão. Este estudo se constituiu após a implementação de um programa de ensino como apoio à participação, acesso e permanência de alunos público-alvo da Educação Especial (PAEE) na rotina escolar em uma escola privada de uma cidade da região Centro-Oeste do Estado de São Paulo. Como objetivo buscou identificar e analisar as etapas da implementação de um programa de apoio à participação de alunos PAEE. Ancorado na modalidade qualitativa, caracterizou-se como pesquisa exploratória com delineamento documental e se enquadrou como estudo de caso único. O período de coleta de dados foi de caráter retrospectivo e aconteceu de janeiro a julho de 2021. Os dados foram coletados na escola selecionada. O período analisado abrangeu do início de 2016 ao final do ano de 2019. Selecionou-se um aluno do PAEE com transtorno do espectro do autismo. Participaram como membros da equipe escolar quatro professores do ensino regular, quatro professores auxiliares, uma coordenadora do ensino regular, uma diretora pedagógica, uma coordenadora da Educação Especial e uma psicóloga. Os participantes da equipe da saúde compreenderam uma terapeuta ocupacional, uma psiquiatra, uma psicopedagoga, uma fonoaudióloga, uma psicóloga e um neurologista, além do pai e a mãe do aluno. Foram selecionados materiais de uso pessoal do aluno. Este estudo utilizou quatro instrumentos para coleta de dados: 1) Quadro para coleta das informações da escola e do aluno selecionado; 2) Folha de Relatório para descrição das etapas iniciais do programa; 3) Quadro de Registro para identificar o Acompanhamento do processo de participação do aluno; 4) Questionário para validação social, elaborado no Google Forms. O procedimento de análise se dividiu em sete momentos, contou com a elaboração de um documento único e buscou alcançar a máxima amplitude na descrição, explicação e compreensão do foco em estudo. Os temas identificados foram Organização da equipe, Caracterização do aluno, Adaptação Curricular, Avaliação e Orientação Processual do aluno pela equipe intersetorial colaborativa. Ao longo do estudo foram analisados os temas, subtemas e suas subdivisões. Os resultados revelaram que o processo educacional se constrói por diversas mãos empenhadas em reflexão, orientação e discussão, tecendo propostas que se findam quando identificam o máximo do desenvolvimento das habilidades que o aluno PAEE poderia alcançar. Conclui-se que a elaboração e a implementação de um programa de ensino precisa ser realizada por uma equipe orientada por objetivos em comum e deve ter como destaque procedimentos que afirmam e norteiam as práticas pedagógicas para uma proposta inclusiva. Este estudo assinala a importância de outras pesquisas que possam potencializar as propostas de ensino para diferentes perfis do PAEE e oferecer oportunidades de formação inicial e continuada para os professores, a fim de garantir equidade em suas práticas pedagógicas.
A pedagogical team that establishes collaborative intersectoral partnerships is more likely to understand and meet the specificities of students. A teaching program must be born from the group's profile, from the student's abilities, from the teaching case, from the perceived barriers, from the selection and contributions of its members. The objective was to identify and analyze the implementation stages of a program to support the school inclusion of special needs students in a private school in a city in th western region of São Paulo State. Anchored in the qualitative modality, it was characterized as an exploratory research with a documentary design documentary and was framed as a single case study. The data collection period took place from January to July 2021 and was retrospective to the framework of the program's development and implementation. Data were collected at the selected school. The analyzed period ranged from the beginning of 2016 (beginning of elaboration and implementation) to the end of 2019. A special needs student, with autism spectrum disorder, was selected. Four regular school teachers, four mediator teachers (auxiliary and interns), a regular school coordinating teacher, a pedagogical director, a Special Education coordinating teacher and a school psychologist participated as members of the school team. The health team participants comprised: an occupational therapist, a psychiatrist, a psychopedagogue, a speech therapist, a psychologist and a neurologist. The father and mother of the student also participated. After choosing the special needs student, materials of his personal use were selected: notebooks, books and records made by members of the school team. This study used four instruments for data collection: 1) Table for collecting information about the school and the selected student; 2) Report Sheet to describe the initial stages of the program; 3) Record Chart to identify the Follow-up of the student participation process; 4) Questionnaire for social validation, prepared in Google Forms. The analysis procedure was divided into seven moments, with the elaboration of a single document and sought to achieve the maximum breadth in the description, explanation and understanding of the focus under study. The themes identified were Team Organization, Student Characterization, Curriculum Adaptation, Assessment and procedural guidance of the student by the collaborative intersectoral team. Throughout the study the themes, subthemes and their subdivisions were analyzed. The results revealed that the educational process is built by several hands engaged in reflection, guidance and discussion, weaving proposals that end when they identify the maximum development of skills that the PAEE student could achieve. In conclusions, the elaboration and implementation of a teaching program to support the participation and school inclusion of the special needs students need to be carried out by a team guided by common objectives and must highlight procedures that guide and affirm pedagogical practices for an inclusive proposal. This study highlights the importance of further research that can enhance teaching proposals for different special need students’ profiles and provide initial and ongoing training opportunities for teachers, in order to ensure equity in their pedagogical practices.
A pedagogical team that establishes collaborative intersectoral partnerships is more likely to understand and meet the specificities of students. A teaching program must be born from the group's profile, from the student's abilities, from the teaching case, from the perceived barriers, from the selection and contributions of its members. The objective was to identify and analyze the implementation stages of a program to support the school inclusion of special needs students in a private school in a city in th western region of São Paulo State. Anchored in the qualitative modality, it was characterized as an exploratory research with a documentary design documentary and was framed as a single case study. The data collection period took place from January to July 2021 and was retrospective to the framework of the program's development and implementation. Data were collected at the selected school. The analyzed period ranged from the beginning of 2016 (beginning of elaboration and implementation) to the end of 2019. A special needs student, with autism spectrum disorder, was selected. Four regular school teachers, four mediator teachers (auxiliary and interns), a regular school coordinating teacher, a pedagogical director, a Special Education coordinating teacher and a school psychologist participated as members of the school team. The health team participants comprised: an occupational therapist, a psychiatrist, a psychopedagogue, a speech therapist, a psychologist and a neurologist. The father and mother of the student also participated. After choosing the special needs student, materials of his personal use were selected: notebooks, books and records made by members of the school team. This study used four instruments for data collection: 1) Table for collecting information about the school and the selected student; 2) Report Sheet to describe the initial stages of the program; 3) Record Chart to identify the Follow-up of the student participation process; 4) Questionnaire for social validation, prepared in Google Forms. The analysis procedure was divided into seven moments, with the elaboration of a single document and sought to achieve the maximum breadth in the description, explanation and understanding of the focus under study. The themes identified were Team Organization, Student Characterization, Curriculum Adaptation, Assessment and procedural guidance of the student by the collaborative intersectoral team. Throughout the study the themes, subthemes and their subdivisions were analyzed. The results revealed that the educational process is built by several hands engaged in reflection, guidance and discussion, weaving proposals that end when they identify the maximum development of skills that the PAEE student could achieve. In conclusions, the elaboration and implementation of a teaching program to support the participation and school inclusion of the special needs students need to be carried out by a team guided by common objectives and must highlight procedures that guide and affirm pedagogical practices for an inclusive proposal. This study highlights the importance of further research that can enhance teaching proposals for different special need students’ profiles and provide initial and ongoing training opportunities for teachers, in order to ensure equity in their pedagogical practices.
Descrição
Palavras-chave
Educação especial, Programa de ensino, Práticas pedagógicas, Special education, Teaching program, Pedagogical practices
Como citar
RIGOLETTI, Vanessa Calciolari. Programa de ensino intersetorial colaborativo: participação e inclusão escolar do aluno da educação especial. Universidade Estadual Paulista (Unesp), 2023.