Dialogando com as salas de aula comuns e o atendimento educacional especializado : possibilidades, movimentos e tensões.

• Ano de defesa: 2013
• Autor(a) principal: Nascimento, Alice Pilon do
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Special education; Inclusive pedagogical practices; Specialized education service; Collaborative teaching; Práticas pedagógicas inclusivas; Educação especial; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/2400

This study aims at questioning Special Education and pedagogical practice policies in the municipality of Nova Venecia, ES, Brazil, especially the interaction between regular classroom and Specialized Education Service, potentiating Special Education. We analyze local policies in the light of national policies so as to understand and discuss about the different paths which the municipality has adopted for including these students in its education system. In order to discuss the these issues, we are grounded on Boaventura de Sousa Santos and Philippe Meirieu’s theoretical framework, based on the premise that acknowledging the difference and educating the individuals in question are powerful forces. As far as Special Education questions are concerned, we employed productions by researchers interested in this field, such as Jesus, Mendes, Kassar, and Prieto among others. For this purpose, the methodology adopted was action research, because we believe it can lead to changes for the challenges posed by teaching and action-reflection-action processes of the involved subjects (BARBIER, 2004). This theoretical and methodological perspective allowed us to get close to “researcher-subjects” since the making of the investigation project. As data collection tool, we adopted focus groups, participant observation and semistructured interviews. The main notes refer to the meaning of Specialized Education Service as a contribution for accessing school knowledge combined with curricular knowledge, taking Special Education students’ possibilities of into account. Following this line, we verified that there are interesting moves towards consolidating and strengthening schooling processes. The municipal policy includes collaborative teachers who work in regular classrooms with their colleague lead-teachers; significant investment in teacher training; and organizational arrangements that facilitate the offer of specialized education service in multifunctional classroom spaces. While promising moves, these conditions still face much stress. The local policy is undergoing a process of consolidation and many alternatives have been tried as more inclusive educational processes.