Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Santos, Alessandra Barbosa
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| Orientador(a): |
Bueno, José Geraldo Silveira
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação: História, Política, Sociedade
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| Departamento: |
Faculdade de Educação
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/41197
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Resumo: |
This dissertation aimed to analyze the representation that AEE - Specialized Educational Assistance teachers have of their performance, correlating it with the objective conditions offered by different educational institutions from different education systems, bearing in mind that this work constitutes the fundamental element of current school inclusion policies for students with disabilities, but a series of studies have shown that their implementation requires a series of measures. To this end, five AEE teachers were interviewed, from different municipal education systems, whose excerpts compatible with the research objectives were selected and included in sheets to organize their presentation and analysis, in four axes: student assistance; work with teachers and school staff; working with the family; and material conditions for carrying out activities. The comparison between the contents of the statements and the attributions of the official regulations highlights the distance between them, primarily due to precarious working conditions, involving municipal education systems in medium and large housing municipalities |
