Atuação colaborativa entre professores do atendimento educacional especializado e do ensino regular: a importância da gestão
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Data
2018-12-11
Autores
Dias, Sabrina Alves [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
A pesquisa teve como objetivo analisar o papel do gestor na efetivação de um Plano de ações Colaborativas entre o professor do Atendimento Educacional Especializado e o professor do ensino regular. A abordagem teórico-metodológica foi da pesquisa-ação colaborativa. A pesquisa desenvolveu-se em três escolas municipais, de uma cidade da Região Centro-Oeste do Estado de São Paulo. Os participantes foram três professores do Atendimento Educacional Especializado, quatro professores do Ensino regular, dois professores de Educação Física. Esta pesquisa foi desenvolvida seguindo três fases: 1) Elaboração do Plano ações, 2) Desenvolvimento das ações colaborativas e, 3) Análise do Plano de trabalho Colaborativo vivenciado em cada escola. Fez parte da fase um: a apresentação do projeto; a entrega do questionário; a seleção dos participantes e; a apresentação do Projeto nas unidades escolares. Os instrumentos utilizados foram material audiovisual com as informações básicas do projeto e, questionário com 38 questões, sendo 20 específicas apenas ao professor do AEE e dezoito vinculadas ao trabalho do professor de Educação Física. Na fase dois, Desenvolvimento das Ações, foi o momento da discussão crítico-reflexiva dos problemas, apropriação da teoria, levantamento das hipóteses e, a definição dos procedimentos que culminaram no Plano de ação colaborativa. Esse processo cíclico foi subsidiado pelas ações do Gestor Colaborativo que, por meio de encontros, no turno de trabalho dos participantes e organizados de forma a atender e respeitar as características da realidade dinâmica das Unidades Escolares, oportunizava a retomada dos fatos ocorridos entre um encontro e outro, as ações que foram propostas e, discutiam-se as problemáticas, finalizando com novas ações, divisão de tarefas e a data do próximo encontro. Os instrumentos utilizados para coletar os dados foram gravações de áudios, filmagens e diário de bordo. A fase 3, Análise do Plano, compreendeu o processo de avaliação das ações executadas na fase anterior por meio do Follow-up e divulgação externa. Após a fase da intervenção, a medida em que os participantes relataram avanços e demonstraram generalizações das ações, a pesquisadora aumentou o intervalo de tempo entre os encontros, afastando-se gradualmente do contexto escolar. As ações em comum que apareceram nas três escolas participantes formaram o Plano de trabalho Colaborativo que foi executado com a participação do aqui denominado de Gestor colaborativo. Foram utilizados escalas como instrumentos para coletar e medir os dados qualitativos dessa fase. Os resultados foram analisados a partir de categorias e subcategorias de acordo com cada fase. Na fase um do estudo os resultados foram organizados e analisados a partir de três categorias: organização do AEE; indícios do trabalho colaborativo; e aspectos para serem dialogados com a gestão. Os resultados evidenciaram que as escolas estudadas não possuíam em seu cotidiano uma cultura investigativa e colaborativa, portanto grandes seriam os desafios da próxima fase e, a hipótese do Gestor Colaborativo passou a ganhar força. Na fase dois os resultados foram analisados a partir de oito categorias: 9 papel do Gestor da Escola; definição da filosofia de trabalho; compartilhamento das ações do AEE; apropriação das variáveis do trabalho (filosofia escolar, currículo, contexto social, os agentes e suas funções); domínio das acomodações necessária; construção, socialização e avaliação do Plano de Metas Compartilhadas; estabelecimento de redes colaborativas; e instrumentalização de registros. Observou-se que o professor do AEE, em muitos momentos, conseguia visualizar a problemática do cotidiano, no entanto, apresentava falta de experiência ou, de acordo com a literatura, falta de expertise suficiente para buscar possíveis soluções.Neste sentido a figura do Gestor Colaborativo foi de ar sustentabilidade para as ações executadas. Os resultados obtidos na fase três foram separados em duas categorias: auto avaliação do trabalho colaborativo - evidenciou as fragilidades e as superações obtidas durante todo o estudo; sustentabilidade das ações - percebeu-se que os professores do AEE conseguiram generalizar as ações para outras escolas em que atuavam. Houve um aumento da expertise, melhor definição do trabalho do AEE e mais ações da cultura investigativa e colaborativa que foi instalada nas escolas participantes do estudo. Nesta pesquisa concluiu-se que o serviço do AEE ainda possui muitos desafios para serem superados, dentre eles a efetivação de uma cultura colaborativa nas escolas e, a implantação da figura de um Gestor Colaborativo que assuma a responsabilidade de propiciar, efetivar e garantir a sustentabilidade das ações colaborativas.
The objective of the research was to analyze the role of the manager in the implementation of a Plan of Collaborative Actions between the teacher of the Specialized Educational Assistance and the teacher of the regular teaching. The theoretical-methodological approach was collaborative research-action. The research was developed in three municipal schools, of a city of the Center-West Region of the State of São Paulo. The participants were three teachers from the Specialized Educational Service, four regular Teachers, two Physical Education teachers. This research was developed following three phases: 1) Elaboration of the Action Plan, 2) Development of collaborative actions and, 3) Analysis of the Collaborative Work Plan experienced in each school. It was part of phase one: the presentation of the project; the delivery of the questionnaire; the selection of participants and; the presentation of the Project in school units. The instruments used were audiovisual material with the basic information of the project and a questionnaire with 38 questions, 20 of which were specific to the ESA teacher and eighteen linked to the work of the Physical Education teacher. In phase two, Development of Actions, it was the moment of critical-reflexive discussion of problems, appropriation of theory, hypothesis assessment, and the definition of procedures that culminated in the Collaborative Action Plan. This cyclical process was subsidized by the actions of the Collaborative Manager who, through meetings, in the participants' work shift and organized in order to attend and respect the characteristics of the dynamic reality of the School Units, facilitated the resumption of events between a meeting and other, the actions that were proposed and, the problematic ones were discussed, finalizing with new actions, division of tasks and the date of the next encounter.The instruments used to collect the data were audio recordings, filming and logbook. Phase 3, Plan Analysis, comprised the process of evaluating the actions performed in the previous phase through Follow-up and external disclosure. After the intervention phase, as the participants reported progress and demonstrated generalizations of the actions, the researcher increased the time interval between the meetings, gradually moving away from the school context. The actions in common that appeared in the three participating schools formed the Collaborative Work Plan that was executed with the participation of the so-called Collaborative Manager. Scales were used as instruments to collect and measure the qualitative data of this phase. The results were analyzed from categories and subcategories according to each phase. In phase one of the study the results were organized and analyzed from three categories: ESA organization; evidence of collaborative work; and aspects to be discussed with management. The results showed that the schools studied did not have an investigative and collaborative culture in their daily life, so the challenges of the next phase would be great, and the Collaborative Manager hypothesis started to gain strength. In phase two the results were analyzed from eight categories: the role of the School Manager; 11 definition of work philosophy; sharing of ESA actions; appropriation of labor variables (school philosophy, curriculum, social context, agents and their functions); necessary accommodation; construction, socialization and evaluation of the Shared Goals Plan; establishment of collaborative networks; and instrumentalization of records. It was observed that the teacher of the ESA, in many moments, was able to visualize the problematic of the daily life, nevertheless, presented / displayed lack of experience or, according to the literature, lack of sufficient expertise to look for possible solutions. In this sense the figure of the Manager Collaborative was of air sustainability for the actions performed. The results obtained in phase three were separated into two categories: self-evaluation of the collaborative work - evidenced the weaknesses and overcomes obtained throughout the study; sustainability of the actions - it was noticed that the teachers of the EEA were able to generalize the actions to other schools in which they acted. There was an increase in the expertise, better definition of the work of the ESA and more actions of the research and collaborative culture that was installed in the schools participating in the study. In this research, it was concluded that the AEE service still has many challenges to be overcome, among them the realization of a collaborative culture in schools and the implementation of the figure of a Collaborative Manager who assumes the responsibility of propitiating, effecting and guaranteeing sustainability collaborative actions.
The objective of the research was to analyze the role of the manager in the implementation of a Plan of Collaborative Actions between the teacher of the Specialized Educational Assistance and the teacher of the regular teaching. The theoretical-methodological approach was collaborative research-action. The research was developed in three municipal schools, of a city of the Center-West Region of the State of São Paulo. The participants were three teachers from the Specialized Educational Service, four regular Teachers, two Physical Education teachers. This research was developed following three phases: 1) Elaboration of the Action Plan, 2) Development of collaborative actions and, 3) Analysis of the Collaborative Work Plan experienced in each school. It was part of phase one: the presentation of the project; the delivery of the questionnaire; the selection of participants and; the presentation of the Project in school units. The instruments used were audiovisual material with the basic information of the project and a questionnaire with 38 questions, 20 of which were specific to the ESA teacher and eighteen linked to the work of the Physical Education teacher. In phase two, Development of Actions, it was the moment of critical-reflexive discussion of problems, appropriation of theory, hypothesis assessment, and the definition of procedures that culminated in the Collaborative Action Plan. This cyclical process was subsidized by the actions of the Collaborative Manager who, through meetings, in the participants' work shift and organized in order to attend and respect the characteristics of the dynamic reality of the School Units, facilitated the resumption of events between a meeting and other, the actions that were proposed and, the problematic ones were discussed, finalizing with new actions, division of tasks and the date of the next encounter.The instruments used to collect the data were audio recordings, filming and logbook. Phase 3, Plan Analysis, comprised the process of evaluating the actions performed in the previous phase through Follow-up and external disclosure. After the intervention phase, as the participants reported progress and demonstrated generalizations of the actions, the researcher increased the time interval between the meetings, gradually moving away from the school context. The actions in common that appeared in the three participating schools formed the Collaborative Work Plan that was executed with the participation of the so-called Collaborative Manager. Scales were used as instruments to collect and measure the qualitative data of this phase. The results were analyzed from categories and subcategories according to each phase. In phase one of the study the results were organized and analyzed from three categories: ESA organization; evidence of collaborative work; and aspects to be discussed with management. The results showed that the schools studied did not have an investigative and collaborative culture in their daily life, so the challenges of the next phase would be great, and the Collaborative Manager hypothesis started to gain strength. In phase two the results were analyzed from eight categories: the role of the School Manager; 11 definition of work philosophy; sharing of ESA actions; appropriation of labor variables (school philosophy, curriculum, social context, agents and their functions); necessary accommodation; construction, socialization and evaluation of the Shared Goals Plan; establishment of collaborative networks; and instrumentalization of records. It was observed that the teacher of the ESA, in many moments, was able to visualize the problematic of the daily life, nevertheless, presented / displayed lack of experience or, according to the literature, lack of sufficient expertise to look for possible solutions. In this sense the figure of the Manager Collaborative was of air sustainability for the actions performed. The results obtained in phase three were separated into two categories: self-evaluation of the collaborative work - evidenced the weaknesses and overcomes obtained throughout the study; sustainability of the actions - it was noticed that the teachers of the EEA were able to generalize the actions to other schools in which they acted. There was an increase in the expertise, better definition of the work of the ESA and more actions of the research and collaborative culture that was installed in the schools participating in the study. In this research, it was concluded that the AEE service still has many challenges to be overcome, among them the realization of a collaborative culture in schools and the implementation of the figure of a Collaborative Manager who assumes the responsibility of propitiating, effecting and guaranteeing sustainability collaborative actions.
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Palavras-chave
Educação especial, Atendimento educacional especializado, Gestão, Trabalho colaborativo, Special education, Specialized educational assistance, Management, Collaborative work