O Plano de Ações Articuladas (PAR): da autonomia ao controle no âmbito das políticas de educação especial

• Ano de defesa: 2014
• Autor(a) principal: Souza, Vanilda Aparecida de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; BR; Programa de Pós-graduação em Educação; Ciências Humanas; UFU
• Palavras-chave em Português: Plano de ações articuladas; Políticas educacionais; Educação Especial; Formação de professores; Educação e Estado; Joint action plan; Educational policies; Special Education; Teacher training; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/14039; https://doi.org/10.14393/ufu.di.2014.440

This research proposes to investigate the actions of the Joint Action Plan (RAP) designed for inclusive and special education, the focus of this research. Thus aims to identify and analyze the actions of the Joint Action Plan aimed at special education in inclusive and intended for continuing teacher training perspective to act in the processes of schooling for people with disabilities, pervasive developmental disorders and high ability / gifted both in the regular classroom as the Educational Service Specializing in Uberlândia-MG, in the period 2008-2013. The research took as the research universe of Uberlândia-MG, covering Municipal Education and a public school. Regarding the methodological procedures, elect: a) documentary aimed to examine the national and the Department of Municipal Education official documents research, seeking information on Joint Action Plan on municipal actions aimed at training teachers to work in Special Education; b) content analysis to analyze the data collected through semi-structured interviews. The results obtained in this study indicate that: a) the PAR is presented as a planning tool that brought the educational management of SME experience to diagnose the reality of municipal education, from dimensions, areas and indicators in detail exposes the advances and shortcomings present in the school structure; b) by the terms of cooperation between the Union and the municipality, this policy brought a process of co-responsibility between federal agencies, with technical and financial support from the federal government in some actions and other actions, the council takes running alone; c) many actions planned in PAR as their sole responsibility the council can not be executed due to lack of financial resources; d) the PAR focuses on actions to continuing education of teachers who work in the ESA, this focus excluding other teachers who work in schools serving the target audience of the Special Education students; e) many demands of the school investigated were not included in the actions of PAR, raising the questioning about the coherence of actions foreseen in the PAR and the municipality experienced real needs in school and felt by its professionals; f) the PAR, according to the perceptions of school personnel investigated, failed to break with the tradition of many educational policies proposed by central agencies that do not consider the different subjects involved, as is the case of teachers, putting them in position mere executors of policy decisions and actions unknown to them.