Organização dos serviços da educação especial: um estudo de planos municipais de educação
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Data
2018-05-04
Autores
Nascimento, Beatriz Aparecida Barboza do [UNESP]
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Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
O Brasil passa por mudanças em seu contexto educacional, a fim de garantir educação a todos no ensino regular, particularmente no que diz respeito aos alunos público-alvo da Educação Especial: alunos com deficiências; transtornos globais do desenvolvimento (TGD); e altas habilidades/superdotação, conforme as políticas educacionais vigentes. Tais políticas delinearam a reorganização do sistema educacional, de maneira que a educação especial assumiu caráter transversal e de suporte ao ensino regular, desde a educação infantil ao ensino superior. Nesse sentido, os sistemas de ensino precisam se organizar na perspectiva da educação inclusiva, sendo que tal organização deve contemplar a oferta dos serviços dessa área em todas as etapas e níveis de escolarização para seu público-alvo. Comunidade, família, escola, funcionários, aluno, professor, gestores, secretarias municipais, estatais, federais, entre outras, são algumas relações que a Educação se vincula de forma que se faz necessário entende-las e como são estabelecidas para atender a heterogeneidade encontrada na sociedade. Tal reorganização deve estar comtemplada nos planos municipais de educação (PME) e, nesse sentido, a gestão municipal de educação tem papel fundamental na sistematização das ações pedagógicas propostas frente aos princípios da educação inclusiva, para a garantia de uma educação de qualidade a todos. Assim, o presente estudo teve por objetivo verificar como ocorre a organização e a gestão dos serviços da educação especial nos 14 municípios da área de abrangência de uma Diretoria de Ensino de um município de médio porte do interior paulista, a partir dos discursos produzidos nos PME dos mesmos. Para tal, a presente pesquisa, de natureza documental, e subsidiada pela abordagem qualitativa, se propôs à consecução do objetivo enunciado, a partir dos PMEs disponibilizados sob a forma de domínio público ou encaminhados, sob solicitação, considerando a elaboração de núcleos de significação que consistem em considerar o contexto dos discursos mencionados para favorecer uma compreensão mais abrangente e contextualizada. Foram três os núcleos de significação elencados, a saber: Núcleo 1: Organização Municipal do Sistema Educacional; Núcleo 2: Metas do plano municipal de educação e a educação inclusiva - a meta 4; Núcleo 3: A formação do professor colaborador para atuação na perspectiva inclusiva. Dentre os resultados obtidos, foi possível perceber que os municípios têm se esforçado para atender as políticas vigentes no que diz respeito à educação especial, embora alguns ainda se encontram em desacordo com a legislação; notou-se que o PME é um documento único de cada município e, mesmo que sua estrutura siga um padrão quanto aos conteúdos que deve conter, essa não interfere na singularidade do documento de cada contexto municipal, em razão de seus respectivos contextos sociais, políticos e econômicos de enunciação dos discursos considerados.
Brazil undergoes changes in its educational context in order to guarantee education for all in regular education, particularly with regard to the target public students of Special Education: students with disabilities; developmental disorders (TGD); and high skills / giftedness, according to the current educational policies. These policies outlined the reorganization of the educational system, so that special education assumed a transversal character and support to regular education, from kindergarten to higher education. In this sense, education systems need to be organized in the perspective of inclusive education, and such an organization must contemplate the provision of services in this area in all stages and levels of schooling for its target audience. Community, family, school, employees, student, teacher, managers, municipal, state, federal secretaries, among others, are some relationships that Education is linked in a way that it is necessary to understand them and how they are established to meet the heterogeneity found in society. Such a reorganization must be contemplated in the municipal education plans (PME) and, in this sense, the municipal education management has a fundamental role in the systematization of the pedagogical actions proposed against the principles of inclusive education, to guarantee a quality education to all. Thus, the present study aimed to verify how the organization and management of special education services occurs in the 14 municipalities in the area covered by a Board of Education of a medium-sized municipality in the interior of Sao Paolo, based on the discourses produced in SMEs of the same. To this end, this research, of a documentary nature, and subsidized by the qualitative approach, was proposed to achieve the stated objective, from the SMEs made available in the form of public domain or sent, upon request, considering the elaboration of nuclei of meaning that consist of considering the context of the mentioned speeches to favor a more comprehensive and contextualized understanding. There were three nuclei of significance listed, namely: Nuclei 1: Municipal Organization of the Educational System; Nuclei 2: Goals of the municipal education plan and inclusive education - goal 4; Nuclei 3: The training of the collaborating teacher to act in the inclusive perspective. Among the results obtained, it was possible to perceive that municipalities have been struggling to meet current policies regarding special education, although some are still in disagreement with the legislation; it was noted that the PME is a unique document of each municipality and, even if its structure follows a standard regarding the contents that must contain, it does not interfere in the singularity of the document of each municipal context, due to their respective social, political contexts and economic aspects of enunciation of the discourses considered.
Brazil undergoes changes in its educational context in order to guarantee education for all in regular education, particularly with regard to the target public students of Special Education: students with disabilities; developmental disorders (TGD); and high skills / giftedness, according to the current educational policies. These policies outlined the reorganization of the educational system, so that special education assumed a transversal character and support to regular education, from kindergarten to higher education. In this sense, education systems need to be organized in the perspective of inclusive education, and such an organization must contemplate the provision of services in this area in all stages and levels of schooling for its target audience. Community, family, school, employees, student, teacher, managers, municipal, state, federal secretaries, among others, are some relationships that Education is linked in a way that it is necessary to understand them and how they are established to meet the heterogeneity found in society. Such a reorganization must be contemplated in the municipal education plans (PME) and, in this sense, the municipal education management has a fundamental role in the systematization of the pedagogical actions proposed against the principles of inclusive education, to guarantee a quality education to all. Thus, the present study aimed to verify how the organization and management of special education services occurs in the 14 municipalities in the area covered by a Board of Education of a medium-sized municipality in the interior of Sao Paolo, based on the discourses produced in SMEs of the same. To this end, this research, of a documentary nature, and subsidized by the qualitative approach, was proposed to achieve the stated objective, from the SMEs made available in the form of public domain or sent, upon request, considering the elaboration of nuclei of meaning that consist of considering the context of the mentioned speeches to favor a more comprehensive and contextualized understanding. There were three nuclei of significance listed, namely: Nuclei 1: Municipal Organization of the Educational System; Nuclei 2: Goals of the municipal education plan and inclusive education - goal 4; Nuclei 3: The training of the collaborating teacher to act in the inclusive perspective. Among the results obtained, it was possible to perceive that municipalities have been struggling to meet current policies regarding special education, although some are still in disagreement with the legislation; it was noted that the PME is a unique document of each municipality and, even if its structure follows a standard regarding the contents that must contain, it does not interfere in the singularity of the document of each municipal context, due to their respective social, political contexts and economic aspects of enunciation of the discourses considered.
Descrição
Palavras-chave
Serviços de Apoio da educação especial, Plano Municipal de Educação, Educação especial, Educação inclusiva, Políticas em educação especial, Special Education, Special Education Support Services, Municipal Plan of Education, Inclusive education, Policies in special education