Da infraestrutura física às práticas pedagógicas: desafios da escola frente ao aluno público-alvo da Educação Especial
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Data
2019-02-19
Autores
Santos, Camila Elidia Messias dos
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Universidade Estadual Paulista (Unesp)
Resumo
Estudos evidenciam que mesmo a educação inclusiva sendo garantida por políticas e leis que as regulamentem e apoiem, muitas são as dificuldades encontradas para sua total concretização, seja por falta de recursos, despreparo profissional, práticas pedagógicas não inclusivas, infraestrutura física irregular ou não adaptada. Assim sendo, quanto mais precisa for a avaliação da realidade escolar, melhores condições terão os dispositivos legais para identificar, planejar e desenvolver ações que zelem pelo direito à aprendizagem de todos os alunos, principalmente dos alunos Público Alvo da Educação Especial (PAEE). A presente pesquisa do tipo descritiva, com delineamento metodológico de estudo de campo, teve como objetivo descrever, analisar e avaliar a infraestrutura física e as práticas pedagógicas existentes considerando a escolarização de alunos PAEE nas escolas comuns de um Sistema Municipal de Ensino Fundamental. A fim de atingir tal objetivo, a presente foi dividida em dois estudos, cada um com introdução, método, resultados e discussões específicas. O primeiro estudo buscou verificar as condições da infraestrutura física das escolas de um sistema municipal de ensino fundamental, considerando os alunos PAEE e o segundo estudo teve como objetivo investigar as práticas pedagógicas desenvolvidas em uma classe comum, com aluno PAEE matriculado. De modo geral, os resultaram evidenciaram que segundo observação in loco das 16 escolas municipais, 14 delas foram inadequadas, refutando o ponto de vista dos gestores, para qual sete foram consideradas adequada e sete inadequadas. Contudo, as escolas (E4 e E11) foram classificadas como inadequadas por ambas análises (observação in loco e ponto de vista dos gestores). Verificou - se que as escolas carecem ainda de implementação de piso antiderrapante e tátil, melhor sinalização, eliminação de obstáculos, ampliação das portas, ampliação da infraestrutura escolar, maior disponibilidade de recursos materiais e materiais adaptados, principalmente na sala comum. Ademais, observou-se que as práticas pedagógicas desenvolvidas não favoreciam a aprendizagem de todos, em virtude dos professores não conseguirem atender a heterogeneidade da sala, propondo poucas atividades com o mesmo conteúdo, fazendo uso limitado de métodos de ensino que possibilitavam a aprendizagem de todos, raramente executarem atividades extraclasse ou em grupo e frequentemente disporem de livros didáticos e atividades fotocopiadas durante as aulas. Contudo, o aluno PAEE conseguia participar de todas as atividades desenvolvidas pela escola. Espera-se, portanto, que os resultados da pesquisa sirvam de subsídios para possíveis intervenções práticas visando o atendimento integral e de qualidade aos alunos PAEE.
Studies point out that even inclusive education is guaranteed by policies and laws that regulate and support them, many difficulties are encountered for their complete implamentation, either due to lack of resources, lack of professional preparation, non-inclusive pedagogical practices, irregular or unadapted physical infrastructure. Therefore, the more accurate the evaluation of the school reality, the better the legal provisions to identify, plan and develop actions that ensure the right to the learning of all students, especially the Special Education Target Audience (SETA) students. The present descriptive research, with a field study methodological outline, aimed to describe, analyze and evaluate the physical infrastructure and existing pedagogical practices considering the schooling of students SETA in public schools an Municipal System of Primary Education. In order to achieve this objective, this was divided into two studies, each with specific introduction, method, results and discussions. The first study sought to verify the conditions of the physical infrastructure of the schools of a municipal system of primary education, considering the SETA students and the second study had as objective to investigate the pedagogical practices developed in a common class, with SETA student enrolled. In general, the results showed that, according to the in loco observation of the 16 municipal schools, 14 were inadequate, refuting the managers' point of view, for which seven were considered adequate and seven were inadequate. However, schools (E4 and E11) were classified as inadequate by both analyzes (in loco observation and managers' point of view). It was verified that the schools still need to implement anti-slip and tactile floor, better signage, removing barriers, expansion of ports, expansion of school infra structure, m ore availability of material resources and adapted materials, especially in the common room. In addition, it was observed that the pedagogical practices developed did not favor the learning of all, because the teachers did not manage to attend to the heterogeneity of the room, proposing few activities with the same content, making limited use of teaching methods that enabled the learning of all , rarely perform extra-class or group activities, and often have textbooks and photocopied activities during class. However, the SETA student was able to participate in all activities developed by the school. It is expected therefore, that the results of the research serve as subsidies for possible practical interventions aiming at the integral and quality care to the SETA students.
Studies point out that even inclusive education is guaranteed by policies and laws that regulate and support them, many difficulties are encountered for their complete implamentation, either due to lack of resources, lack of professional preparation, non-inclusive pedagogical practices, irregular or unadapted physical infrastructure. Therefore, the more accurate the evaluation of the school reality, the better the legal provisions to identify, plan and develop actions that ensure the right to the learning of all students, especially the Special Education Target Audience (SETA) students. The present descriptive research, with a field study methodological outline, aimed to describe, analyze and evaluate the physical infrastructure and existing pedagogical practices considering the schooling of students SETA in public schools an Municipal System of Primary Education. In order to achieve this objective, this was divided into two studies, each with specific introduction, method, results and discussions. The first study sought to verify the conditions of the physical infrastructure of the schools of a municipal system of primary education, considering the SETA students and the second study had as objective to investigate the pedagogical practices developed in a common class, with SETA student enrolled. In general, the results showed that, according to the in loco observation of the 16 municipal schools, 14 were inadequate, refuting the managers' point of view, for which seven were considered adequate and seven were inadequate. However, schools (E4 and E11) were classified as inadequate by both analyzes (in loco observation and managers' point of view). It was verified that the schools still need to implement anti-slip and tactile floor, better signage, removing barriers, expansion of ports, expansion of school infra structure, m ore availability of material resources and adapted materials, especially in the common room. In addition, it was observed that the pedagogical practices developed did not favor the learning of all, because the teachers did not manage to attend to the heterogeneity of the room, proposing few activities with the same content, making limited use of teaching methods that enabled the learning of all , rarely perform extra-class or group activities, and often have textbooks and photocopied activities during class. However, the SETA student was able to participate in all activities developed by the school. It is expected therefore, that the results of the research serve as subsidies for possible practical interventions aiming at the integral and quality care to the SETA students.
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Palavras-chave
Infraestrutura física, Práticas pedagógicas, Educação especial, Inclusão escolar, Physical infrastructure, Pedagogical practices, Special education, Educational inclusion