O coordenador pedagógico como articulador de práticas inclusivas nos anos finais ensino fundamental

Abstract

This research had as general objective to analyze the performance of the Pedagogical Coordinator in relation to the teaching practice in the perspective of the inclusion of the target students of Special Education in the final grades of Elementary School. To this end, specific objectives were outlined: to identify the inclusive strategies developed by Pedagogical Coordinators in the final grades of Elementary School; to verify the existing alternatives at school for the Pedagogical Coordinator’s performance in relation to the inclusive process; and to understand the conceptions of the Pedagogical Coordinators and teachers about inclusion. The epistemological assumptions of the research are based on the understanding of theory as an expression of practice, as indicated by authors such as Martins (1989, 1998, 2000) and Santos, O. (1992). The theoretical framework studied regarding school pedagogical coordination was developed based on the studies of Franco (2016a, 2016b), Libâneo (2002, 2004, 2010), Macedo (2016), Saviani (2008, 2011), Pinto (2011) and Placco (2014), among others. The theoretical basis for understanding the inclusion of the target students of Special Education was based on authors such as: Carvalho (1997, 2008), Mantoan (2018), Sassaki (1997), Silva, Aline (2012). Some documents and legislation such as the Brazilian National Education Guidelines and Framework Law (BRASIL, 1996), the Salamanca Statement (UNESCO, 1994), the National Policy on Special Education from the Perspective of Inclusive Education (BRASIL, 2008) were also consulted. The research had a qualitative approach based on Bogdan and Biklen (1994) and was carried out in four state schools in the city of Ponta Grossa, Paraná, Brazil. It had as participants eight Pedagogical Coordinators and 15 teachers from regular teaching classrooms and from multifunctional resource rooms. Data were collected through participant observation, semi-structured questionnaires and documentary analysis, which were treated based on Bardin’s (1977) content analysis. The data collected were organized into five categories that emerged from these data, namely: conceptions about inclusion; bureaucratic performance of pedagogical coordination: implications for the inclusion of the target students of Special Education; performance of pedagogical coordination in relation to the target students of Special Education; articulation between teachers and families of target students of Special Education through pedagogical coordination; pedagogical coordination actions directed at teachers; and the fragility of pedagogical coordination planning and its implications for the inclusion of the target students of Special Education. The school environment presented itself as a space of possibilities for inclusive practices, and the Pedagogical Coordinators, due to the specificity of their duties, were perceived as potential articulators for such practices. Even though the actions found have limitations and weak points, it is necessary to consider them in view of the contradictions existing in the institutions and in the relationship between the subjects. Thus, certainly, it is not possible to hold the Coordinators responsible for all the demands of inclusion, but it is noteworthy that they are central for the inclusive paradigm to become effective.