Políticas de educação especial e inclusão escolar: as salas de recursos multifuncionais em Goiás
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Data
2017-03-03
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Editor
Universidade Federal de Goiás
Resumo
The scenario of Special Education and school inclusion policies: the Multifunctional Resource
Classes in Goiás led us to problematize the process of implementing Special Education policies in
the southeastern micro-region of the state. Thus, our general objective was to analyze the policies
Goiás Government, in the statements of the MRR teachers in the collection of the Observatory of
Special Education from 2011 to 2012. This way, we sought the collection of OGEESP, whose
objective was the collection And the systematization of municipal information that would subsidize
policies for school inclusion, identifying demands for teacher training. Project linked to ONEESP,
which the objective, in the external context, was to create a national network of researchers to
produce studies with the purpose of advancing knowledge in the area of Special Education in the
country. At this point of view, it was specifically aimed at contextualizing the historical social,
political-economic processes undertaken in the reformist policies of Basic Education that
implemented Special Education in the perspective of Inclusive Education. The methodology used
was qualitative, associated with the techniques and methods of content analysis. We use “Atlas.Ti
7.5.12” to support the categories. The subjects of the research were the statements of 21 MRR
teachers in 2011 and 13 in 2012, who participated in the 8 meetings held by NEPPEin / UFG /
Catalão. Thus, we analyze two big categories: teacher training for AEE and evaluation systems.
The results indicated that there were no policies designed for MRR in Goiás in the last 17 years.
He pointed out that, in the first years of the 21st century, the Special Education for Diversity
Program in the Inclusive Perspective (2002-2004) was launched as a homogenizing trend of the
specificities of students. The courses offered for teacher training for AEE in the inclusive school,
mediated by multiplier policies with transfer of methodologies and resources. With the end of
PEEDI as a project, courses have become increasingly scarce. It was pointed out that the
difficulties faced by the teachers ranged from lack of space to attend to insecurity due to lack of
training. This has shown that it can be disastrous to prepare teachers for AEE by focusing only on
reflection with peers or on lightening courses. In the evaluation category, the evidence indicated
that the clinical diagnosis has been a requirement for MRR care, and may be the same delivered
by the family or referred by the school. The statements indicated that the clinical report defines the
access and who is the PAEE student. In this sense, it may be functioning as a double-using tool
that justifies access or exclusion in MRR. In the pedagogical plan the award represents the
instrument that defines the resources used in the planning of the AEE Plan and the PEI.
Descrição
Palavras-chave
Educação especial, Atendimento educacional especializado, Sala de recursos multifuncionais, Formação continuada, Goiás, Special education, Specialized educational services, Multifunctional resources rooms, Continuing education
Citação
SOUZA, Elizangela Vilela de Almeida. Políticas de educação especial e inclusão escolar: as salas de recursos multifuncionais em Goiás. 2017. 148 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Catalão, 2017.