A nova política de Educação Especial e suas decorrências para o atendimento de alunos com transtornos de aprendizagem

• Ano de defesa: 2013
• Autor(a) principal: Tambara, Katiusce Giacomelli
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; BR; Educação; UFSM; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Educação especial; Educação inclusiva; Transtornos de aprendizagem; Política públicas; Special education; Inclusive education; Learning disorders; Public policy; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/7058

This work is inserted into the line of research in Special Education of the Master‟s Degree in Education of the Graduate Program in the Federal University of Santa Maria. It was based on experiences in public schools, where students with learning disorders are present in a significant number and, considering the delimitation of students referred to Special Education by the National Policy of Special Education in the Perspective of Inclusive Education in 2008, are no longer part of the pedagogic assistance by Special Education teachers. The focus of this study was to analyze how the assistance of students with learning disabilities is happening, from the perspective of teachers. The research was characterized as qualitative and descriptive and used semi-structured interviews with eight Special Education teachers of municipal schools of Santa Maria and an enclosed questionnaire with the manager responsible for the area within the Municipal Education in Santa Maria, as instruments to collect data. For interpretation and assessment of the data, the technique of content analysis of Bardin (2008) was used. As a result, the research has shown that students with learning disabilities remain in regular classrooms at school. Some are assisted in the school environment by the Special Education teacher, but most are referred to care services outside the school, exempting the school from the responsibility of students not being able to learn. It also showed that Special Education is not being seen by teachers as an epistemological field of knowledge but as a service, a support, a modality. And finally, it‟s highlighted the importance of continuity in discussions of Special Education and Inclusive Education, especially when considering the design of synonymy in which both have been addressed, which should not occur in both the teachers' speech and theoretical references and, therefore, being imperative to deepen and clarify the differences pertaining to each area of knowledge and pedagogical action.