Articulação entre professores da classe regular e do atendimento educacional especializado por meio da formação continuada

Abstract

This study has as its object the continuing education of teachers, having as its theme special education from an inclusive perspective. The objective is to investigate the contributions of continuing education in the articulation of the pedagogical work of regular class teachers and specialized educational services to enhance inclusive practices in the school context in a public institution in the city of Ponta Grossa/PR. The research is qualitative, with bibliographical, documentary and field analysis. The methodological procedure was carried out with the collection of data about the investigated reality, through a questionnaire addressed to the teachers of a public school institution in the municipality of Ponta Grossa - PR, available via Google Docs. Based on the information and demands filled in by the teachers, a proposal was made for meetings aimed at continuing education in order to subsidize the pedagogical work and instrumentalize actions that contribute to the realization of inclusive contexts. The theoretical references adopted contributed to the reflection on the process of educational inclusion in Brazil. The focus adopted marks the National Policy on Special Education from the Perspective of Inclusive Education, as a reference for change, in order to overcome the logic of exclusion, aiming to guarantee the right to education for all without any kind of distinction. The bibliographical material of the research is constituted with the theoretical contribution of the legal documents that guide education as well as theorists who present their studies on special education and inclusive education, collaborative work and continuing education. Data analysis was carried out through thematic categorizations such as: inclusion for all; legal aspects about special education and specifically about specialized educational services; curriculum adaptation, continuing education and collaborative work. The results showed challenging and potentiating aspects for inclusive practices. As positive aspects, the importance of in-service continuing education is highlighted, as well as the need for collaborative work between regular teachers and specialized teachers. As negative aspects, we highlight the lack and slowness of physical and human resources, the lack of pedagogical articulation between the AEE teacher and the regular teacher, the need for proposals for continuing education to strengthen collaborative and collective work in the school context.