Escola inclusiva : um diagnóstico do estado atual na URE 4 no município de Marabá no estado do Pará e perspectivas para o futuro
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2015
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Este trabalho apresenta os resultados de uma pesquisa realizada no município de Marabá,
estado do Pará que teve como objetivo diagnosticar a eficácia do atendimento educacional
especializado (AEE), na escola regular de ensino da rede estadual. Para cumprir este objetivo
a pesquisa relacionou as dificuldades referidas pelos professores, avaliou avanços nos
mecanismos e técnicas de atendimento, verificou a disponibilidade de recursos destinados ao
ensino médio, bem como questionou a relação entre os professores do atendimento
educacional especializado que atuam na sala de recursos multifuncional e os professores da
sala comum. O percurso da pesquisa para coleta de dados se deu a partir da observação da
atuação dos professores do AEE nas salas de recursos multifuncionais em atendimento aos
alunos, com entrevistas e aplicação de questionários aos professores da sala comum, bem
como com a participação em momentos de formação continuada promovidas pela equipe de
AEE nas escolas. A coleta de dados foi realizada no período de agosto de 2013 a junho de
2014. A pesquisa foi de grande relevância para a comunidade escolar, pois envolveu um
grupo social, as pessoas com deficiência, que há muito tempo lutam pela possibilidade do
direito que todos têm de receber formação acadêmica no ambiente escolar. A pesquisa
evidenciou que há falta de recursos materiais e humanos para o atendimento ao aluno público
alvo da educação especial, que não há uma interação entre o professor do AEE e o da sala
comum, que há ainda muita necessidade de que haja uma política de formação mais efetiva
que promova formações específicas na área de educação especial tanto para os professores do
AEE quanto para os demais profissionais. Na expectativa de que a escola tenha condições de
atender ao aluno com necessidades educacionais específicas, e com qualidade.
This paper presents the results of a survey conducted in the city of Marabá, Para state that aimed to investigate the effectiveness of specialized educational services (ESA) in the regular school from public schools. To meet this objective the survey listed the difficulties mentioned by the teachers, evaluated advances in mechanisms and service techniques, checked the availability of resources for high school and questioned the relationship between the teachers of specialized educational services that operate in the resource room multifunctional and teachers of the common room. The course of study for data collection was based on the observation of the performance of the ESA teachers in multi-functional resources in service to students, with interviews and questionnaires to the common room of teachers, as well as participation in moments of continuing education promoted by ESA staff in schools. Data collection was conducted from August 2013 to June 2014. The survey was of great importance to the school community, since it involved a social group, people with disabilities, who have long struggle for the right of all possibility must receive academic education at school. The research showed that there is a lack of material and human resources to meet the target audience student of special education, that there is an interaction between the teacher ESA and the living room, there is still much need that there is a training policy more effective to conduct specific training in the field of special education for both teachers of the ESA as for other professionals. The expectation that the school is able to meet the student with special educational needs, and quality.
This paper presents the results of a survey conducted in the city of Marabá, Para state that aimed to investigate the effectiveness of specialized educational services (ESA) in the regular school from public schools. To meet this objective the survey listed the difficulties mentioned by the teachers, evaluated advances in mechanisms and service techniques, checked the availability of resources for high school and questioned the relationship between the teachers of specialized educational services that operate in the resource room multifunctional and teachers of the common room. The course of study for data collection was based on the observation of the performance of the ESA teachers in multi-functional resources in service to students, with interviews and questionnaires to the common room of teachers, as well as participation in moments of continuing education promoted by ESA staff in schools. Data collection was conducted from August 2013 to June 2014. The survey was of great importance to the school community, since it involved a social group, people with disabilities, who have long struggle for the right of all possibility must receive academic education at school. The research showed that there is a lack of material and human resources to meet the target audience student of special education, that there is an interaction between the teacher ESA and the living room, there is still much need that there is a training policy more effective to conduct specific training in the field of special education for both teachers of the ESA as for other professionals. The expectation that the school is able to meet the student with special educational needs, and quality.
Descrição
Orientação: Maria Margareth Pires ; co-orientação: Adalberto da Cruz Lima
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM SUPERVISÃO PEDAGÓGICA E FORMAÇÃO DE FORMADORES, EDUCAÇÃO, EDUCAÇÃO INCLUSIVA, FORMAÇÃO DE PROFESSORES, ESTUDOS DE CASO, BRASIL, PARÁ, EDUCATION, INCLUSIVE EDUCATION, TEACHERS EDUCATION, CASE STUDIES, BRAZIL, PARÁ