Professores de apoio à inclusão na rede estadual de Goiás: atuação, formação e práticas pedagógicas

Abstract

The present research aimed to describe and analyze the perceptions of teachers who worked as Inclusion Support Teachers assisting in the educational inclusion of students with disabilities in educational institutions of the State Department of Education of Goiás (SEDUC-GO) in relation to their performance, training, and pedagogical practices. It is based on the hypothesis that specialized educational services (AEE) offered in common classes are essential for the schooling of some Special Education students and that understanding the performance, training and pedagogical practices of teachers who worked in this role can confirm this importance. and provide data for the development of more efficient guidelines for providing this service model. The research has a qualitative approach and descriptive typology. Initially, the theoretical framework that discusses the topic was consulted, followed by field research, using data access instruments, such as questionnaires and semi-structured interviews. Seven teachers, who worked as Support Teachers for inclusion in 2022 in educational institutions of the Regional Education Coordination (CRE) of Campos Belos-GO participated in the research. Data analysis was carried out using the Core of Meanings methodology, and as main results, it was found that there were signs of collaborative teaching between Support Teachers and Regent Teachers, however, their practices needed to be strengthened to meet the proposal for this type of teaching. Regarding training, it was found that the participants did not have a degree in Special Education and that they did not receive knowledge related to this area during their initial training. However, during their role, they took improvement courses in the area of Special Education offered by SEDUC-GO and also through their own initiatives. Finally, it can be pointed out that the pedagogical practices developed by the Support Teachers, according to their perceptions, were aimed at strengthening the teaching provided in the classroom, and that these teachers made use of different strategies, methodologies and available resources. at school to enrich the teaching and learning of students with disabilities enrolled in regular education classes.