Políticas públicas para acesso e permanência de alunos com deficiência em Santa Catarina
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Arquivos
Data
2016
Tipo de documento
Dissertação
Título da Revista
ISSN da Revista
Título de Volume
Área do conhecimento
Ciências Humanas
Modalidade de acesso
Acesso aberto
Editora
Autores
Laurindo, Cristiana
Orientador
Aguiar, Letícia Carneiro
Coorientador
Resumo
Este estudo teve como objetivo compreender o acesso e a permanência de alunos com deficiência nas políticas públicas, em especial de Santa Catarina, e o processo de apoio pedagógico relacionado ao atendimento do Segundo Professor em uma escola da Rede Pública Estadual de Educação Básica. Para tanto, esta pesquisa foi delineada metodologicamente como um estudo explicativo, documental, de campo, qualitativo, e do tipo estudo de caso institucional, realizado em uma escola da Rede Pública Estadual de Educação Básica de Santa Catarina, eleita pela acessibilidade da pesquisadora, por permitir o estudo, e por ter recebido o Serviço de Atendimento Educacional Especializado no ano 2015. Para tanto, foram selecionados, por disponibilidade, participantes graduados há no mínimo três anos, com atuação relacionada à educação de alunos com deficiência e/ou condutas, resultando na participação de três Segundo Professores, uma Professora Titular, uma Assistente Técnico-Pedagógica, uma Assistente de Educação e uma Diretora, todas da Escola selecionada. Conta também com a Coordenadora de Educação Especial da Secretaria de Estado da Educação, uma Integradora em Educação Especial e Diversidade da Gerência Regional de Educação, e uma Representante da Comissão de Defesa dos Direitos da Pessoa com Deficiência, da Assembléia Legislativa de Santa Catarina, totalizando 10 participantes. Quanto aos procedimentos, este estudo foi realizado em três etapas. A coleta de dados foi realizada por meio de levantamento documental e empírico, com aplicação de entrevistas e/ou questionários. Os dados foram analisados por meio da análise do conteúdo, através de uma compreensão dialética de pesquisa. Foi possível concluir que, em relação ao acesso na escola investigada no momento, não existem dificuldades, porém isso não é realidade em outras escolas da rede estadual. Quanto à permanência, existe a compreensão equivocada sobre o papel do segundo professor: a pouca qualificação dos docentes e a centralidade da solicitação do segundo professor no diagnóstico do aluno. No que se refere à inclusão educacional, foi verificado o despreparo da escola e dos professores para receber os alunos com deficiência e condutas típicas, e pelo tratamento desigual oferecido a eles. Assim sendo, compreende-se que a atuação do Segundo Professor é marcada por dificuldades que podem não favorecer o processo de inclusão educacional.
This study had as main objective to understand the access and the permanence in Schooling of students with disabilities in the public policies, especially, of the Santa Catarina State, and the process of educational support related to the service of the Second Teacher in a school of the State Public Network of Basic Education. To this end, this research was designed methodologically as a comprehensive, documentary and field, qualitative, and an institutional case study, conducted in a school of Santa Catarina State Basic Education Network, elected by the accessibility of the researcher, for allow the study, and to have received the Specialized Educational Services in the year 2015. To do so, were selected, by availability, graduated participants for at least three years, with activities related to the education of students with disabilities and/or typical behaviors, resulting in a participation of three Special needs support teachers, one regent teacher, one Technical Pedagogical assistant, Education assistant and a Director, all belonging to the selected school. Also includes the Special Education Coordinator of the State Education Secretary, an Special Education and Diversity integrator from Regional Management of Education, and a representative of Persons with Disabilities Rights Defense Committee, from the Santa Catarina Legislative Assembly, totaling 10 participants. As for the procedures, this study was conducted in three stages. Data collection was performed through documentary and empirical survey, conducted using structured interviews and/or questionnaires. The data were analyzed by the content analysis method, through a dialectic understanding of research. It was concluded that, regarding to access, at the moment there are no related difficulties in investigated school, but this is not the reality in other schools of Santa Catarina State Basic Education Network. As for the stay, there is a misunderstanding about the role of Special needs support teacher: the low qualification of teachers and the centrality of requesting the Special needs support teacher in the student diagnosis. With regard to educational inclusion, it was verified that school and teachers were unprepared to receive students with disabilities and their typical behaviors, and the unequal treatment offered to them. Thus, it is understood that the work of the Second Teacher is marked by difficulties that may not favor the educational inclusion process.
This study had as main objective to understand the access and the permanence in Schooling of students with disabilities in the public policies, especially, of the Santa Catarina State, and the process of educational support related to the service of the Second Teacher in a school of the State Public Network of Basic Education. To this end, this research was designed methodologically as a comprehensive, documentary and field, qualitative, and an institutional case study, conducted in a school of Santa Catarina State Basic Education Network, elected by the accessibility of the researcher, for allow the study, and to have received the Specialized Educational Services in the year 2015. To do so, were selected, by availability, graduated participants for at least three years, with activities related to the education of students with disabilities and/or typical behaviors, resulting in a participation of three Special needs support teachers, one regent teacher, one Technical Pedagogical assistant, Education assistant and a Director, all belonging to the selected school. Also includes the Special Education Coordinator of the State Education Secretary, an Special Education and Diversity integrator from Regional Management of Education, and a representative of Persons with Disabilities Rights Defense Committee, from the Santa Catarina Legislative Assembly, totaling 10 participants. As for the procedures, this study was conducted in three stages. Data collection was performed through documentary and empirical survey, conducted using structured interviews and/or questionnaires. The data were analyzed by the content analysis method, through a dialectic understanding of research. It was concluded that, regarding to access, at the moment there are no related difficulties in investigated school, but this is not the reality in other schools of Santa Catarina State Basic Education Network. As for the stay, there is a misunderstanding about the role of Special needs support teacher: the low qualification of teachers and the centrality of requesting the Special needs support teacher in the student diagnosis. With regard to educational inclusion, it was verified that school and teachers were unprepared to receive students with disabilities and their typical behaviors, and the unequal treatment offered to them. Thus, it is understood that the work of the Second Teacher is marked by difficulties that may not favor the educational inclusion process.
Palavras-chave
Educação inclusiva, Política pública - Educação - Santa Catarina, Deficientes - Educação - Santa Catarina