Atendimento educacional especializado nas escolas estaduais do Rio Grande do Norte: a perspectiva dos professores

• Main Author: Ara?jo, Maria Ilma de Oliveira
• Other Authors: 37086081353
• Language: Portuguese
• Published: PROGRAMA DE P?S-GRADUA??O EM EDUCA??O 2017
• Subjects: CNPQ::CIENCIAS HUMANAS::EDUCACAO; Educa??o especial; Atendimento educacional especializado; Professores
• Online Access: https://repositorio.ufrn.br/jspui/handle/123456789/24034

Submitted by Automa??o e Estat?stica ([e-mail]) on 2017-10-04T20:55:35Z No. of bitstreams: 1 MariaIlmaDeOliveiraAraujo_DISSERT.pdf: 3616414 bytes, checksum: 28a902387df55f8885d2b456a2aceb85 (MD5) === Approved for entry into archive by Arlan Eloi Leite Silva ([e-mail]) on 2017-10-10T23:45:53Z (GMT) No. of bitstreams: 1 MariaIlmaDeOliveiraAraujo_DISSERT.pdf: 3616414 bytes, checksum: 28a902387df55f8885d2b456a2aceb85 (MD5) === Made available in DSpace on 2017-10-10T23:45:53Z (GMT). No. of bitstreams: 1 MariaIlmaDeOliveiraAraujo_DISSERT.pdf: 3616414 bytes, checksum: 28a902387df55f8885d2b456a2aceb85 (MD5) Previous issue date: 2017-02-21 === A Pol?tica Nacional de Educa??o Especial, na perspectiva inclusiva de 2008, pode ser considerada um marco hist?rico no cen?rio educacional brasileiro, especialmente na constitui??o de sistemas educacionais inclusivos. Dentre as a??es normativas da referida pol?tica, o Decreto 7.611/11 disp?e sobre o atendimento educacional especializado como um servi?o da Educa??o Especial, o qual visa apoiar os estudantes que formam o p?blico-alvo da Educa??o Especial no ensino regular. Deve ser ofertado, preferencialmente, nas Salas de Recursos Multifuncionais (SRM) ou nos Centros de Atendimento Educacional Especializado (AEE) da rede p?blica ou de institui??es comunit?rias, confessionais e filantr?picas, no turno inverso ao da classe comum. A dissemina??o de salas de recursos multifuncionais nas escolas do pa?s evidencia a necessidade de di?logos com os profissionais que ocupam os espa?os-tempos do AEE. Diante desse cen?rio, considera-se relevante o desenvolvimento de estudos locais que busquem conhecer as concep??es dos profissionais que realizam o AEE nas escolas. Nessa compreens?o, o presente estudo teve como objetivo analisar o Atendimento Educacional Especializado realizado nas escolas estaduais do Rio Grande do Norte, na concep??o dos professores de AEE, considerando os aspectos que envolvem a legisla??o e a atua??o pedag?gica. Para tanto, utilizou-se como refer?ncia a abordagem metodol?gica quali-quantitativa. Devido ? natureza da pesquisa, recorreu-se a um Survey, por meio de um question?rio semiaberto, para a constru??o dos dados. Participa da pesquisa uma amostra composta por 123 professores que atuavam nas SRMs das escolas estaduais do Rio Grande do Norte. A recolha dos dados aconteceu nos encontros formativos organizados pela Subcoordenadoria de Educa??o Especial, com a colabora??o dos T?cnicos da Educa??o Especial de cada DIREC. As vari?veis quantitativas foram analisadas via estat?stica descritiva, com distribui??o de frequ?ncias simples (absoluta) e relativa (percentual) e m?dia com Coeficiente de Varia??o. Os dados foram analisados utilizando-se o programa SPSS 22.0. As categorias referentes ?s quest?es abertas foram criadas com base na An?lise de Conte?do. Os resultados evidenciaram que os professores do AEE sentem necessidade de forma??es que possam subsidi?-los no desenvolvimento do seu fazer pedag?gico na SRM e na escola; al?m de distanciamento entre os afazeres pedag?gicos dos professores da Educa??o Especial com os da sala de aula regular. O estudo conclui que o AEE tem promovido a inclus?o dos estudantes da Educa??o Especial, por?m, estes ainda n?o s?o vistos como aprendizes pela comunidade escolar. === The 2008 inclusive perspective of the National Special Educational Policy in Brazil can be considered a historical landmark in the country?s educational scenario regarding inclusive educational systems. Among the policy?s normative actions, the decree number 7.611/11 relates to specialized educational service as a Special Education It aims to support the target public education students in regular education. It also issues that this type of education must be preferably offered in Multifunctional Resource Rooms (MRR) or Specialized Educational Assistance Centers (SEAC) of the public network, communitarian institutions either denominational and philanthropic. It also indicated that it must be offered in the inverse class shifts. The propagation of multifunctional resource rooms throughout schools in the country evidences the need for a better dialogue with the professionals who are responsible for special education assistance. Thus, considering this scenario, the development of local studies that seek to acknowledge the conceptions of these professionals is necessary. Regarding these issues, the present study aimed to analyze the Specialized Educational Attendance carried out in the state schools of Rio Grande do Norte in Brazil according to the conception of Special Education. The study considered a whole range of aspects that involve the legislation and pedagogical actions. The work used the qualitative-quantitative methodological approach as reference. Due to the nature of the research and for data collection purposes, a Survey was performed with the aid of a semi-open questionnaire. A sample that consisted of 123 teachers who worked in the multifunctional resource rooms of the state schools of Rio Grande do Norte was gathered. Data collection took place through formative meetings organized by the Special Education Subcommittee, with the collaboration of Special Education Technicians from each Regional Educational Directories. The quantitative variables were analyzed through descriptive statistics with simple (absolute) and relative (percentage) and average frequencies distribution with coefficient of variation. Data was analyzed by means of SPSS 22.0 software. As for the open ended questions Content Analysis was performed. Results point out that special education teachers feel the need for training that is able to support them in the development of their pedagogical work currently carried out in the Multifunctional Resource Rooms and in school in general. It was also seen that there is a distance between the pedagogical tasks of Special Education teachers and those of regular classrooms. The study concludes that Special Educational attendance has promoted the inclusion of the targeted public education students. However, students are not yet seen as learners by the school community.