Gestão escolar e educação inclusiva: articulação entre o atendimento educacional especializado e o ensino regular
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Data
2018-08-15
Autores
Flores, Andrezza Santos
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Universidade Estadual Paulista (Unesp)
Resumo
A Declaração de Salamanca, a Constituição Federal de 1988 e a Lei de Diretrizes e Bases da Educação Nacional (LDBEN) nº 9.394/96, entre outros instrumentos legais, estabelecem a educação como direito de todos. Nesse esteio, inclui-se e ressalta-se a inclusão de pessoas com deficiência, principalmente na rede regular de ensino, garantindo o Atendimento Educacional Especializado (AEE), por meio das Salas de Recursos, e, nesse sentido, a gestão escolar se configura como uma das principais esferas que, quando disposta, pode efetivar a educação inclusiva, pautando-se nos princípios de uma escola verdadeiramente democrática. Nessa perspectiva, evidencia-se a importância da articulação entre os professores do ensino regular e da sala de recursos, mediados pela gestão por meio de diálogo, discussões e ações que visem à inclusão dos alunos com deficiência. Assim, a presente pesquisa objetivou analisar como a gestão escolar viabiliza a articulação entre a professora da sala de recursos e professores de Ciências e Biologia de uma escola pública do interior paulista, para a efetivação do Atendimento Educacional Especializado (AEE). Com isso, as temáticas AEE, ensino de Ciências e Biologia para Deficientes Visuais (DV), formação de gestores e professores, inclusão, gestão escolar, políticas públicas e sala de recursos foram problematizadas durante a investigação, tomando como referência diversos autores e documentos oficiais relativos à inclusão de pessoas com deficiência na escola regular. Trata-se de uma investigação de natureza qualitativa, caracterizada como um estudo de caso de abordagem descritiva e interpretativa do contexto, contando com a participação da gestão escolar - diretora, vice-diretora e coordenadora pedagógica -, juntamente com as professoras de Ciências e Biologia e a professora da Sala de Recursos. Para a coleta de dados foram realizadas as seguintes ações: análise documental do Projeto Político-Pedagógico (PPP), estado da arte sobre o ensino de Ciências e Biologia para DV, observações in loco em sala de aula, reuniões pedagógicas e entrevista semiestruturada, que permitiram uma análise textual discursiva. A seleção e análise dos dados foram realizadas a partir da leitura minuciosa dos registros para a definição das categorias e triangulação dos resultados. A pesquisa revela que a gestão escolar, na medida do possível, viabilizou a articulação entre as professoras de Ciências e Biologia e a professora da Sala de Recursos para a efetivação do AEE na sala regular, carecendo, contudo, de maiores discussões sobre essa temática no ambiente escolar, de tal forma que os profissionais da educação possam se apropriar de mais elementos para a potencialização de ações efetivas no âmbito do trabalho coletivo.
The Declaration of Salamanca, the Federal Constitution of 1988 and the Law of Directives and Bases of National Education (LDBEN) nº 9.394 / 96, among other legal instruments, establish education as everyone's right. This includes the inclusion of people with disabilities, especially in the regular education network, guaranteeing the Specialized Educational Assistance (AEE), through the Resource Rooms, and, in this sense, school management is configured as one of the main spheres that, when it is ready, can effect inclusive education, based on the principles of a truly democratic school. In this perspective, it is evident the importance of the articulation between the teachers of the regular education and the room of resources, mediated by the management by means of dialogue, discussions and actions that aim at the inclusion of students with disabilities. Thus, the present research aimed to analyze how the school management makes possible the articulation between the teacher of the resource room and teachers of Science and Biology of a public school in the interior of São Paulo, for the implementation of Specialized Educational Assistance (AEE). With this, the themes of AEE, teaching of Science and Biology for the Visually Impaired (DV), training of managers and teachers, inclusion, school management, public policies and resource room were problematized during the investigation, taking as reference several authors and official documents related to inclusion of people with disabilities in regular school. It is a research of a qualitative nature, characterized as a case study of a descriptive and interpretative approach of the context, counting on the participation of the school management - director, vicedirector and pedagogical coordinator -, together with the teachers of Sciences and Biology and the teacher of the Resource Room. In order to collect data, the following actions were carried out: documentary analysis of the Political-Pedagogical Project (PPP), state of the art on the teaching of Science and Biology for DV, on-site observations in the classroom, pedagogic meetings and semi-structured interview, which allowed a discursive textual analysis. The selection and analysis of the data were performed from a thorough reading of the records for the definition of the categories and triangulation of the results. The research reveals that, as far as possible, school management made possible the articulation between Science and Biology teachers and the Resource Room teacher for the effective AEE in the regular classroom, but there is a need for more discussions on this subject in the school environment, in such a way that educational professionals can appropriate more elements for the enhancement of effective actions in the scope of collective work.
The Declaration of Salamanca, the Federal Constitution of 1988 and the Law of Directives and Bases of National Education (LDBEN) nº 9.394 / 96, among other legal instruments, establish education as everyone's right. This includes the inclusion of people with disabilities, especially in the regular education network, guaranteeing the Specialized Educational Assistance (AEE), through the Resource Rooms, and, in this sense, school management is configured as one of the main spheres that, when it is ready, can effect inclusive education, based on the principles of a truly democratic school. In this perspective, it is evident the importance of the articulation between the teachers of the regular education and the room of resources, mediated by the management by means of dialogue, discussions and actions that aim at the inclusion of students with disabilities. Thus, the present research aimed to analyze how the school management makes possible the articulation between the teacher of the resource room and teachers of Science and Biology of a public school in the interior of São Paulo, for the implementation of Specialized Educational Assistance (AEE). With this, the themes of AEE, teaching of Science and Biology for the Visually Impaired (DV), training of managers and teachers, inclusion, school management, public policies and resource room were problematized during the investigation, taking as reference several authors and official documents related to inclusion of people with disabilities in regular school. It is a research of a qualitative nature, characterized as a case study of a descriptive and interpretative approach of the context, counting on the participation of the school management - director, vicedirector and pedagogical coordinator -, together with the teachers of Sciences and Biology and the teacher of the Resource Room. In order to collect data, the following actions were carried out: documentary analysis of the Political-Pedagogical Project (PPP), state of the art on the teaching of Science and Biology for DV, on-site observations in the classroom, pedagogic meetings and semi-structured interview, which allowed a discursive textual analysis. The selection and analysis of the data were performed from a thorough reading of the records for the definition of the categories and triangulation of the results. The research reveals that, as far as possible, school management made possible the articulation between Science and Biology teachers and the Resource Room teacher for the effective AEE in the regular classroom, but there is a need for more discussions on this subject in the school environment, in such a way that educational professionals can appropriate more elements for the enhancement of effective actions in the scope of collective work.
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Palavras-chave
Atendimento educacional especializado (AEE), Inclusão, Gestão escolar, Políticas públicas, Sala de recursos, Specialized educational assistance (SEA), Inclusion, School management, Public policies, Resource room