Desafios da transversalidade da educação especial na educação em tempo integral: a formação e atuação dos(as) educadores(as) do Programa Escola Integrada (PEI), na Rede Municipal de Ensino de Belo Horizonte

• Ano de defesa: 2024
• Autor(a) principal: Cynthia Loureiro Amorim
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FAE - FACULDADE DE EDUCAÇÃO; Programa de Pós-Graduação em Educação e Docência; UFMG
• Palavras-chave em Português: Educação em tempo integral; Educação especial; Programa Escola Integrada (PEI); Formação de educadores; Diferença; Programa Escola Integrada (Belo Horizonte, MG); Educação; Educação integral; Inclusão em educação; Educação e Estado - Belo Horizonte (MG); Educação inclusiva
• Link de acesso: http://hdl.handle.net/1843/78203

This current research deals with an investigation related to the challenges, as the Special Education Public has been accessing their rights to Full-time Education, focusing on the training and performance of educators in the Programa Escola Integrada (PEI), of the Rede Municipal de Ensino de Belo Horizonte (RME-BH). The investigation is justified by the fact that these professionals work directly with students Special Education Public, after-hours school, although they do not always have prior training or even in-service training, which allows them to base their pedagogical practices with this public. Through a questionnaire via Google Forms, sent to all PEI contacts, made available by schools, we sought to identify the profile of educators and the work developed by them in the program, as well as their barriers and possibilities in the face of Special Education Public. One hundred and nine respondents were registered, working in schools located in the nine administrative regions of Belo Horizonte, thus constituting a sample of professionals who work in the program. The answers were detailed and analyzes were carried out based on each topic in the questionnaire. It appears that these professionals do not have systematized training on Special Education from the perspective of Inclusive Education. However, it is evident that the lack of training does not intimidate them to accomplish the work with Special Education students, in opposite, based on their own knowledge, the result of previous experiences - professional, family and as students - they end up creating strategies in everyday school life. In this way, the research made it possible to reflect on training for Special Education from the perspective of Inclusive Education in PEI and build a basic training proposal for the RME-BH, based on the concept of difference.