A coordenação pedagógica e o processo de inclusão do aluno com necessidade educacionais especiais:Um estudo de caso
The school inclusion presents a number of challenges that has been mobilizing initiatives and studies about its effectiveness. If on one hand in such studies and initiatives it becomes important to emphasize on the role and training of teachers, on the other, there is few studies about the role (and...
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| Formato: | Dissertação |
| Idioma: | por |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/14564 |
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| Resumo: | The school inclusion presents a number of challenges that has been mobilizing
initiatives and studies about its effectiveness. If on one hand in such studies
and initiatives it becomes important to emphasize on the role and training of
teachers, on the other, there is few studies about the role (and performance) of
the pedagogical coordination in face of this process. In this sense, this research
focuses on the role of educational coordination in face of the school inclusion of
students with Special Educational Needs (SEN) and it undertakes the following
study s questions: has the action by the coordinator contributed to the process
of including students with Special Educational Needs? How is it presented in
the process of inclusion of students with SEN in regular education? And it aims
to: investigate the role of the pedagogical coordinator in the process of inclusion
of students with Special Educational Needs of Primary Education at regular
schools; and to analyze the limits and possibilities of the coordinator actions in
the process of inclusion of students with SEN. For the effectiveness of the
research, a state school of Elementary School located at the city of Natal/RN
was taken as an empiric field. It was selected as research subjects 4
coordinators, 2 teachers of the Multifunctional Resources Room and 2 teachers
of 6th to 9th grades. The methodological approach that was used in this
research is consistent with the qualitative approach, and it is configured as a
case study, as it is understood that this type of research responds to the
objective of the study, assuming the observation of everyday school life, the
educational document analysis and interviews with the subjects as procedures
and tools to build data. The construction and analysis of the data were followed
by a dialogue with the literature dedicated to coordinating education and school
enrollment. Considering the responsibilities of the contemporary pedagogical
coordination due to the challenges and possibilities of schooling for all students,
specially regarding to what is referred as collaborative work and ongoing
training of teachers, this study points out to the lack of an articulated action
related to the school inclusion process, considering the monitoring of the
teaching activity and its dialogue with the Multifunctional Resources Room.
Moreover, the emphasis on meeting the daily school routines and the
compliance with bureaucratic procedures, put it into second, restructuring of the
Political-Pedagogical and the possibility of mobilization of school around the
problematization and systematization of an inclusive school project. The
effectiveness of school s inclusion, therefore, implies the scaling of the
functions of the pedagogical coordination, as well as the reorganization of the
school it self, to ensure the mediation of collaborative actions, contemplating the
teachers continuing education, having as a landmark difficulties, problems and
experiences constructed in the school context |
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