Trabalho docente articulado: a relação entre a educação especial e o ensino médio e tecnológico

• Ano de defesa: 2013
• Autor(a) principal: Honnef, Claucia
• 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; Ensino médio e tecnológico; Trabalho docente articulado; Special education; High school and technology; Teaching articulated; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/7047

This study was developed in the Special Education research line of Graduate Education Program, Federal University of Santa Maria. The dissertation presents a proposition of the articulated teaching between special education teachers and regular class, from the inclusion of pupils with special educational needs in these spaces. The articulated teaching is proposed as an adaptation to co-teaching. The co-teacging provides for the joint work of teachers cited, in the lesson planning, development and evaluation of its activities in the classroom. The articulated teaching is geared to happen in the final years of elementary school and high school and its to development not always happen together among teachers in the classroom, but when they deem necessary. The aim of this study was to investigate and to analyze the limits and possibilities of the Special Education combined with High School and Technology School through articulated teaching. The study was developed with seven teachers of a student with mental disabilities in the high school integrated with Technical Education, at the Federal Institute Farroupilha - Câmpus São Borja. The research was based on a qualitative analysis of the researcher's field diary and based on a questionary that the include teachers answered. To interpret the data we used Content Analysis. Two categories of analysis were established. The first, called the Special Education in the Perspective of Inclusive Education, presents the teachers knowledge about the special education and the guidance of its current politics. This category also presents the emotions and feelings of teachers in this reality. These emotions and feelings whose are mostly angst. It was realized the need for greater investment in teachers and in their working conditions. The second category is called articulated teaching. It shows the teachers' perceptions about this methodology, and as the viability and inviability of his achievement in the educational context that we have today. All teachers mentioned that the articulated teaching is important, however, they cited a few factors that hinder their achievement, such as the low number of special education teachers and regular class, and little time to accomplish this articulate work. Thus, what we can see today in the educational context is the widespread idea of inclusive education, with no guarantee that investment conditions so that we can provide teaching-learning students. It was also observed that the articulated teaching have several obstacles to overcome for happen. However, it is believed in its potential to mobilize learning, especially for pupils with special educational needs.