O atendimento educacional especializado itinerante e a educação de jovens e adultos: possibilidades de relações colaborativas
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Data
2020-01
Orientador
Hattge, Morgana Domênica
Banca
Schwertner, Suzana Feldens
Menezes, Eliana
Fröhlich, Raquel
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Resumo
A partir da Conferência de Educação para Todos e da Declaração de Salamanca (1994), o Brasil teve uma adesão mais contundente à Educação Inclusiva por meio da elaboração de leis, decretos e documentos orientadores, havendo muito investimento político. Com isso, muitos estudantes com deficiência saíram das instituições especializadas e adentraram as escolas, onde lhes foi oferecido o Atendimento Educacional Especializado (AEE) em Salas de Recursos Multifuncionais para possibilitar sua inclusão no espaço escolar por meio da Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva (2008). Os jovens e adultos da modalidade de Educação Especial que não se encontram na idade apropriada para frequentar o ensino regular (4 a 17 anos) devem ir para a Educação de Jovens e Adultos (EJA). A partir desse contexto, surge o seguinte questionamento: quais as relações estabelecidas entre o AEE e a EJA para o ensino desses alunos? Para isso, objetivou-se conhecer as relações estabelecidas entre os professores do AEE itinerante e os da EJA para o ensino de estudantes com deficiência. A metodologia deste estudo qualitativo implicou a realização de um questionário com 10 perguntas, por meio do Google Forms, com os professores de uma escola da rede pública de Belém do Pará, sendo 16 deles atuantes na sala de aula da EJA e dois no AEE itinerante. Os dados foram investigados por meio da análise de conteúdo de Bardin (2016). Os resultados encontrados demonstraram que os professores realizam tentativas iniciais de um ensino colaborativo, mas não se sentem apoiados e nem preparados para efetivarem relações colaborativas para o ensino de alunos com deficiência, não conseguindo passar para estágios mais avançados de coensino. O estudo concluiu que, na escola investigada, pode-se perceber elementos de práticas colaborativas entre os professores do AEE e da EJA; porém, ainda há que se aprimorar essas práticas para que se possa falar em um ensino colaborativo de fato de acordo com que é disposto por Mendes, Vilaronga e Zerbato (2018); Capellini e Zerbato (2019). Além disso, os professores precisam de um maior apoio, como momentos de planejamento para realizarem um trabalho em conjunto de maneira colaborativa, além de uma compreensão melhor do que são o AEE, o ensino colaborativo e as práticas colaborativas estabelecidas entre os docentes para promoção da inclusão dos estudantes com deficiência da EJA.
Since the Education for All Conference and the Salamanca Declaration (1994), Brazil had a more forceful adhesion on Inclusive Education through the drafting of laws, decrees and guiding documents, with a lot of political investment. In result, many students with disabilities left the specialized institutions and entered the schools, where they were offered Specialized Educational Assistance (AEE) in Multifunctional Resource Rooms to enable their inclusion in the school space through the National Policy on Special Education in the Perspective of the Inclusive Education (2008). The Young and adult students in the Special Education modality, who are not in the appropriate age to attend regular education (4 to 17 years old), should go to Youth and Adult Education (EJA). From this context, the following question arises: What are the relationships established between the AEE and the EJA for the teaching of these students? For this purpose, the goal was to know the relationships established between the teachers of the traveling AEE and those of the EJA for the teaching of students with disabilities. The methodology of this qualitative study was based on the application of a survey with 10 questions, through Google Forms, to the teachers of a public school in Belém do Pará, 16 of them working in the EJA classroom and two in the traveling AEE. The data was analyzed using content analysis by Bardin (2016). The results found showed that teachers make initial attempts at collaborative teaching, but do not feel supported or prepared to establish collaborative relationships for the teaching of students with disabilities, failing to move on to more advanced stages of co-teaching. The study concluded that, in the analyzed school, it is possible to notice elements of collaborative practices between teachers from AEE and EJA; however, it is still necessary to improve these practices so that it becomes possible to consider a collaborative teaching indeed, according to what is provided by Mendes, Vilaronga and Zerbato (2018); Capellini and Zerbato (2019). In addition, teachers also need greater support and time for preparation to carry out work together in a collaborative way, besides a better understanding of what are the AEE, the collaborative teaching and collaborative practices already established among teachers to promote the inclusion of students with disabilities from EJA.
Since the Education for All Conference and the Salamanca Declaration (1994), Brazil had a more forceful adhesion on Inclusive Education through the drafting of laws, decrees and guiding documents, with a lot of political investment. In result, many students with disabilities left the specialized institutions and entered the schools, where they were offered Specialized Educational Assistance (AEE) in Multifunctional Resource Rooms to enable their inclusion in the school space through the National Policy on Special Education in the Perspective of the Inclusive Education (2008). The Young and adult students in the Special Education modality, who are not in the appropriate age to attend regular education (4 to 17 years old), should go to Youth and Adult Education (EJA). From this context, the following question arises: What are the relationships established between the AEE and the EJA for the teaching of these students? For this purpose, the goal was to know the relationships established between the teachers of the traveling AEE and those of the EJA for the teaching of students with disabilities. The methodology of this qualitative study was based on the application of a survey with 10 questions, through Google Forms, to the teachers of a public school in Belém do Pará, 16 of them working in the EJA classroom and two in the traveling AEE. The data was analyzed using content analysis by Bardin (2016). The results found showed that teachers make initial attempts at collaborative teaching, but do not feel supported or prepared to establish collaborative relationships for the teaching of students with disabilities, failing to move on to more advanced stages of co-teaching. The study concluded that, in the analyzed school, it is possible to notice elements of collaborative practices between teachers from AEE and EJA; however, it is still necessary to improve these practices so that it becomes possible to consider a collaborative teaching indeed, according to what is provided by Mendes, Vilaronga and Zerbato (2018); Capellini and Zerbato (2019). In addition, teachers also need greater support and time for preparation to carry out work together in a collaborative way, besides a better understanding of what are the AEE, the collaborative teaching and collaborative practices already established among teachers to promote the inclusion of students with disabilities from EJA.
Descrição
Palavras-chave
Atendimento Educacional Especializado (AEE); Educação de Jovens e Adultos (EJA); Práticas Colaborativas; Coensino; Specialized Educational Service (AEE); Youth and Adult Education (EJA); Youth and Adult Education (EJA); Collaborative Practices; Co-teaching
Citação
BARROS, Carmel Cristina Chaves Dos Reis. O atendimento educacional especializado itinerante e a educação de jovens e adultos: possibilidades de relações colaborativas. 2021. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 26 fev. 2021. Disponível em: http://hdl.handle.net/10737/2961.