Articulações entre docentes do atendimento educacional especializado e da sala de aula nos anos finais do ensino fundamental: tecendo redes de diálogo e colaboração
The entry of students with a disability in Elementary School, notably in the Final Years of this teaching level, has created new challenges to the processes of special education in an inclusive perspective. In these terms, the teacher from the Specialized Educational Assistance – abbreviated in Port...
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| Format: | doctoralThesis |
| Language: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Online Access: | https://repositorio.ufrn.br/handle/123456789/44636 |
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| Summary: | The entry of students with a disability in Elementary School, notably in the Final
Years of this teaching level, has created new challenges to the processes of special
education in an inclusive perspective. In these terms, the teacher from the
Specialized Educational Assistance – abbreviated in Portuguese as AEE – may be
considered, on the one hand, as valuable in the reception of individual demands from
students with disability and, on the other hand, may be a pivotal element in the
organization of inclusive curricular practices, overcoming a perspective of
individualized service in special education. The goal of this thesis was to analyze
articulation possibilities between the AEE teachers and the Final Years of Elementary
School classroom from a public municipal school from Natal/RN. In methodological
terms, we utilized a qualitative approach and followed the paths of a collaborative
action research. We had eight collaborators: an AEE teacher; five Elementary School
teachers; and a pedagogical coordinator and principal. In order to build the data, we
utilized: document analysis, registered observations in two field diaries,
questionnaires, and interviews. The interviews were analyzed and categorized in light
of Bardin’s (1977) and Franco’s (2003) perspective. In the theoretical contribution, we
discussed conceptual aspects related to the AEE and the dialogue, to the
collaboration and to the articulation between AEE professionals and the classroom
and the effects of this relationship in the school which seeks inclusion. The action
research in the field occurred based on the constructed data with the collaborators.
As for the collaborative nature, we developed moments for planning and collective
studies, raised by the AEE teacher, since our arrival at the school. Additionally, we
developed an extension course, which implicated in moments of reflection and
dialogue around inclusive practices and conceptions. As results, we have proven that
the insertion of the research in the school provoked changes in the teacher’s
attitudes, reverberating in the planning and action of dialogical and reflexive
moments of the education of students with disability. We can infer that there was an
appearance of a possibility for a collaborative network in school, even though there is
a need for larger investments in the creation of the articulation between AEE
teachers and the classroom with views to the organization of inclusive strategies. We
reinforced with the collaborators the dialogues and reflections regarding the teacher
with views turned to the completion of collective planning, experience exchange,
sharing of knowledge, which could contribute with the teacher’s professional
development and with the enhancing of practices with students with and without
disability. As for the AEE, we emphasize the need for the overcoming of the
individualized assistance to the students with disability, generally done apart and
decontextualized from the whole school. We assert even so the importance of the
networks of dialogues and collaborations between AEE teachers and the classroom,
in a way to build the first paths for the construction of a practice in search for
alternatives to minimize the behavioral and conceptual barriers still present in a
school and which make the schooling process of students with or without disability
hard. As a thesis, we defend that the development of Special Education in the Final
Years of Elementary School requires the articulation between the classroom and
AEE teachers in a dialogical, collaborative and inclusive perspective. |
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