Atendimento educacional especializado em contexto pandêmico: diálogo com professores da educação básica
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Data
2022-10-27
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Universidade Estadual Paulista (Unesp)
Resumo
Essa é uma pesquisa do Mestrado Profissional em Educação Inclusiva do Programa de Pós-Graduação em Educação Inclusiva-PROFEI, que se apresenta de acordo com os requisitos da linha de pesquisa I - Educação Especial na Perspectiva da Educação Inclusiva, do referido programa. Versa sobre o Atendimento Educacional Especializado (AEE) realizado durante a pandemia da Covid-19 e ofertado aos estudantes público-alvo da Educação Especial. Teve como objetivo geral analisar a oferta do referido atendimento durante o período pandêmico, sobretudo, de isolamento social, para a garantia ao direito à educação desses estudantes. Como objetivo específico procurou analisar a formação dos professores, identificar as dificuldades enfrentadas por esses profissionais para o enfrentamento dos desafios impostos pela pandemia, compreender o trabalho do professor do AEE, em parceria ou não com os seus colegas de sala de aula comum durante as aulas remotas e o modo como o planejamento das atividades foi realizado, bem como identificar os recursos utilizados pelo professor do AEE na implementação de seu trabalho no contexto pandêmico. A pesquisa apresentou natureza qualitativa, com os dados sendo produzidos por meio da entrevista semiestruturada, os quais foram analisados pela Análise Temática. Os resultados alcançados mostraram a precarização existente em diversos aspectos, influenciando diretamente nos resultados de aprendizagens dos estudantes, sobretudo, dos que apresentam uma ou mais deficiências, destacando-se: a falta de qualificação profissional dos professores para o uso crítico e criativo das Tecnologias Digitais da Informação e Comunicação (TDIC) e de um fazer didático-pedagógico colaborativo; ausência de um planejamento organizado e articulado entre todos os professores com vistas às principais necessidades e expectativas dos estudantes; dentre outras questões que impactam negativamente no processo de ensino e de aprendizagem e contribuem para a acentuação da segregação e exclusão. Assim, constata-se a necessidade de os educadores, bem como futuros profissionais que desejam se enveredar pela carreira do magistério, terem consciência da importância de uma formação contínua e da luta pelas melhores condições de trabalho possíveis. O produto educacional desenvolvido por meio dessa pesquisa consiste em um curso de formação continuada voltado aos professores das salas comuns, do AEE e demais profissionais que se interessaram em participar, ofertado a partir de encontros semanais realizados nos horários destinados aos planejamentos e formação continuada dos professores. O curso teve início no ano letivo de 2022 e será continuado em anos vindouros, a depender do interesse dos envolvidos por temáticas relacionadas às principais necessidades constatadas na pesquisa.
This is a survey of the Professional Master's Degree in Inclusive Education of the Graduate Program in Inclusive Education-PROFEI, which is presented in accordance with the requirements of research line I - Special Education from the Perspective of Inclusive Education, of the said program. It deals with the Specialized Educational Service carried out during the Covid-19 pandemic and offered to the target audience of Special Education students. Its general objective was to analyze the provision of said service during the pandemic period, above all, of social isolation, to guarantee the right to education of these students. As a specific objective, it sought to analyze teacher training, identify the difficulties faced by these professionals in facing the challenges posed by the pandemic, understand the work of the AEE teacher, in partnership or not with their common classroom colleagues during classes. Remote sessions and how the planning of activities was carried out, as well as identifying the resources used by the AEE teacher in the implementation of his work in the pandemic context. The research had a qualitative nature, with the data being produced through semi-structured interviews and the data were analyzed by Thematic Analysis. With this, the results achieved showed the existing precariousness in several aspects that directly influence the students' learning results, especially those with one or more disabilities, in which we highlight the lack of professional qualification of teachers for the critical and creative use of Technologies Digital Information and Communication (TDIC), a collaborative didactic-pedagogical work, lack of organized and articulated planning among all teachers with a view to the main needs and expectations of students, among other issues that negatively impact the teaching and learning process and contributes to the accentuation of segregation, exclusion. Thus, there is a need for education professionals, as well as future professionals who wish to embark on a teaching career, to be aware of their need for continuous training and to fight for the best possible working conditions. In this sense, the educational product developed through this research consists of a continuing education course aimed at teachers in the common rooms and in the SES, as well as other professionals who are interested in participating, in weekly meetings at times intended for planning and training. of teachers, to start in this school year of two thousand and twenty-two (2022), and to continue in coming years, depending on the interest of those involved in themes related to the main needs identified with the research.
This is a survey of the Professional Master's Degree in Inclusive Education of the Graduate Program in Inclusive Education-PROFEI, which is presented in accordance with the requirements of research line I - Special Education from the Perspective of Inclusive Education, of the said program. It deals with the Specialized Educational Service carried out during the Covid-19 pandemic and offered to the target audience of Special Education students. Its general objective was to analyze the provision of said service during the pandemic period, above all, of social isolation, to guarantee the right to education of these students. As a specific objective, it sought to analyze teacher training, identify the difficulties faced by these professionals in facing the challenges posed by the pandemic, understand the work of the AEE teacher, in partnership or not with their common classroom colleagues during classes. Remote sessions and how the planning of activities was carried out, as well as identifying the resources used by the AEE teacher in the implementation of his work in the pandemic context. The research had a qualitative nature, with the data being produced through semi-structured interviews and the data were analyzed by Thematic Analysis. With this, the results achieved showed the existing precariousness in several aspects that directly influence the students' learning results, especially those with one or more disabilities, in which we highlight the lack of professional qualification of teachers for the critical and creative use of Technologies Digital Information and Communication (TDIC), a collaborative didactic-pedagogical work, lack of organized and articulated planning among all teachers with a view to the main needs and expectations of students, among other issues that negatively impact the teaching and learning process and contributes to the accentuation of segregation, exclusion. Thus, there is a need for education professionals, as well as future professionals who wish to embark on a teaching career, to be aware of their need for continuous training and to fight for the best possible working conditions. In this sense, the educational product developed through this research consists of a continuing education course aimed at teachers in the common rooms and in the SES, as well as other professionals who are interested in participating, in weekly meetings at times intended for planning and training. of teachers, to start in this school year of two thousand and twenty-two (2022), and to continue in coming years, depending on the interest of those involved in themes related to the main needs identified with the research.
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Palavras-chave
Atendimento educacional especializado, Pandemia da covid-19, Formação continuada, Educação inclusiva, Pessoa com deficiência, Specialized educational service, Covid-19 pandemic, Continuing training, Inclusive education, Disabled people