Inclusão escolar pela via da colaboração entre educação especial e educação regular
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Data
2011-09-01
Autores
Mendes, Eniceia Gonçalves
Almeida, Maria Amélia
Toyoda, Cristina Yoshie [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal de Uberlândia (UFU), Setor de Educação
Resumo
A preocupação sobre as práticas inclusivas nas escolas públicas no Brasil começou após a Declaração de Salamanca, com desafios e dúvidas. Ainda hoje, passados cerca de 15 anos, os professores do ensino regular se queixam dizendo que não têm conhecimento suficiente ou preparo formal para lidar com crianças com necessidades educacionais especiais, especialmente quando estas apresentam disfunções graves, como paralisia cerebral, deficiência intelectual e comportamentos desafiadores. A colaboração entre profissionais da Educação Especial e Regular pode ser uma alternativa para enfrentar tais desafios. O objetivo deste relato foi o de apresentar um breve histórico de um programa de pesquisa, ensino e extensão que busca aproximar a Universidade Federal de São Carlos (UFSCar) dos professores do ensino comum que têm alunos com necessidades especiais em suas salas de aula. Iniciado em 2004, este programa está na atualidade em seu sétimo ano de execução e envolve professores da universidade, estudantes de graduação e pós-graduação e professores do ensino comum. Os resultados parecem apontar essa via de colaboração entre Educação Especial e Regular como um caminho promissor para a construção de escolas mais inclusivas.
The concern about inclusive practices in public schools in Brazil began after the Salamanca Statement, with challenges and doubts. Even today, after about 15 years, the regular teachers complain saying they did not have enough knowledge or formal preparation for dealing with children with special educational needs, especially when they have serious disorders such as cerebral palsy, intellectual disabilities and behavior disorders. The collaboration between professionals of Special and Regular Education can be an alternative to face these challenges. The objective of this report was to present a brief history of a program on research, teaching and extension that aims to bring together the Federal University of São Carlos and regular school teachers who have students with special needs in their classrooms. The program started in 2004 and currently is in its seventh year of implementation, involving university professors, undergraduate and postgraduate students and regular teachers. The results seem to point out that collaboration between Regular and Special Education can be a promising avenue for making more inclusive schools.
The concern about inclusive practices in public schools in Brazil began after the Salamanca Statement, with challenges and doubts. Even today, after about 15 years, the regular teachers complain saying they did not have enough knowledge or formal preparation for dealing with children with special educational needs, especially when they have serious disorders such as cerebral palsy, intellectual disabilities and behavior disorders. The collaboration between professionals of Special and Regular Education can be an alternative to face these challenges. The objective of this report was to present a brief history of a program on research, teaching and extension that aims to bring together the Federal University of São Carlos and regular school teachers who have students with special needs in their classrooms. The program started in 2004 and currently is in its seventh year of implementation, involving university professors, undergraduate and postgraduate students and regular teachers. The results seem to point out that collaboration between Regular and Special Education can be a promising avenue for making more inclusive schools.
Descrição
Palavras-chave
inclusão escolar, ensino colaborativo, consultoria colaborativa, formação de profissionais, school inclusion, collaborative teaching, collaborative consultation, professional preparation
Como citar
Educar em Revista. Setor de Educação da Universidade Federal de Uberlândia (UFU), n. 41, p. 80-93, 2011.