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Atendimento educacional especializado na Escola municipal de educação infantil e ensino fundamental Comissário Francisco Barbosa. Um estudo de caso
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Abstract(s)
O presente estudo teve como tema central o Atendimento Educacional Especializado: um
estudo de caso. Integra-se na linha de pesquisa da inovação pedagógica incidindo em uma
reflexão sobre as práticas pedagógicas inclusivas desenvolvidas Sala de Recurso
Multifuncional da escola de Educação infantil e Ensino Fundamental Comissário Francisco
Barbosa, situada no Município de Maracanaú-CE. Por intermédio deste estudo, procurou-se
investigar se o Atendimento Educacional Especializado envolve Práticas pedagógicas
inovadoras que contribuem para processo de ensino e aprendizagem inclusivos na sala de aula
comum. Para alcançar estes objetivos, optou-se pela pesquisa qualitativa na realização de um
estudo de caso com abordagem do tipo etnográfica educacional, enfatizando a descrição da
realidade investigada, fez-se uso de análise documental, do diário de campo, do questionário
estruturado e da observação participante, proporcionando uma aproximação com o meio
investigado. Para fundamentação teórica desta pesquisa, buscou-se respaldo nos estudos de
Carlos Fino, Seymour Papert, Thomas Kuhn, Lev Semyonovich Vygotsky. Já os conceitos e
concepção sobre o atendimento educacional especializado nos estudos de Mantoan, Valente,
Cunha, dentre outros. Com este estudo concluiu-se que as práticas pedagógicas desenvolvidas
por meio do Atendimento Educacional Especializado favorecem no desenvolvimento dos
alunos com deficiência proporcionando a inclusão deles no ensino regular e na sociedade como
um todo. A inovação pedagógica no AEE, então, foi percebida nas pesquisas, pelas mudanças
nas estratégias utilizadas durante o processo real de ensino, as quais eliminaram as barreiras
que são colocadas à aprendizagem e à participação do aluno com deficiência.
This paper focuses on the Specialized Educational Assistance - SEA: a case study. It is part of a line of research on pedagogical innovation which studies the inclusive pedagogic practice adopted by teachers from the Multifunctional Resource Classroom of the Early Childhood and Elementary School Comissário Francisco Barbosa, located in the Municipality of MaracanaúCE. Throughout this study, we investigated whether Specialized Educational Assistance is an innovative pedagogical practice that contributes to an inclusive teaching and learning process in general classrooms. In order to achieve the objectives, we chose a qualitative research in the accomplishment of a case study with ethnographic approach, emphasizing on the description of the studied reality. In our study, we used documental analysis, field journals, semi-structured interviews as well as the participant’s observations, which provided us with an approximation to the studied environment. For its theoretical basis, we supported our ideas on the studies of Carlos Fino, Seymour Papert, Thomas Kuhn, Lev Semyonovich Vygotsky. With regards to the concepts of specialized educational assistance, we used the studies from Mantoan, Valente, Cunha, among others. In conclusion, throughout this study we intended to understand whether the inclusive pedagogical practices create a pedagogical innovation and how they contribute in the teaching-learning process of students with disabilities. This study concluded that the pedagogical practices developed by the Specialized Educational Assistance favors the development of students with disabilities providing them with their own inclusion in the regular educational system as well as in the society. The pedagogical innovation of SEA was then perceived in the research by the changes in the strategies used during the actual teaching process, which eliminate the barriers that are put up against the learning and participation of students with disabilities.
This paper focuses on the Specialized Educational Assistance - SEA: a case study. It is part of a line of research on pedagogical innovation which studies the inclusive pedagogic practice adopted by teachers from the Multifunctional Resource Classroom of the Early Childhood and Elementary School Comissário Francisco Barbosa, located in the Municipality of MaracanaúCE. Throughout this study, we investigated whether Specialized Educational Assistance is an innovative pedagogical practice that contributes to an inclusive teaching and learning process in general classrooms. In order to achieve the objectives, we chose a qualitative research in the accomplishment of a case study with ethnographic approach, emphasizing on the description of the studied reality. In our study, we used documental analysis, field journals, semi-structured interviews as well as the participant’s observations, which provided us with an approximation to the studied environment. For its theoretical basis, we supported our ideas on the studies of Carlos Fino, Seymour Papert, Thomas Kuhn, Lev Semyonovich Vygotsky. With regards to the concepts of specialized educational assistance, we used the studies from Mantoan, Valente, Cunha, among others. In conclusion, throughout this study we intended to understand whether the inclusive pedagogical practices create a pedagogical innovation and how they contribute in the teaching-learning process of students with disabilities. This study concluded that the pedagogical practices developed by the Specialized Educational Assistance favors the development of students with disabilities providing them with their own inclusion in the regular educational system as well as in the society. The pedagogical innovation of SEA was then perceived in the research by the changes in the strategies used during the actual teaching process, which eliminate the barriers that are put up against the learning and participation of students with disabilities.
Description
Keywords
Atendimento educacional especializado Práticas pedagógicas Inovação pedagógica Specialized educational assistance Pedagogical practice Pedagogical innovation Ciências da Educação – Inovação Pedagógica . Faculdade de Ciências Sociais