Plano de desenvolvimento individual (PDI) e gestão pedagógica: da elaboração burocrática à construção colaborativa e efetiva em uma escola de Itabira (MG)

Abstract

This dissertation examines the work developed with students eligible for Special Education services at a state public school in Itabira, Minas Gerais, Brazil. The research focused on the Individual Development Plan (IDP) as a tool for promoting inclusion and ensuring appropriate support aimed at meaningful learning. The school is located in an outlying neighborhood and serves 24 special education students enrolled in the final years of elementary school and in high school. It has been observed that, in everyday school practice, the completion of the IDP is often carried out merely to fulfill bureaucratic requirements, emphasizing compliance with administrative regulations rather than its pedagogical purpose. The study identified factors that hinder both the preparation and implementation of the IDP, which should be developed collaboratively by special education support teachers, classroom teachers, and pedagogical coordinators. The central research question was: What factors have hindered the collaborative preparation and implementation of Individual Development Plans in the school under investigation, and what are the impacts of this gap on the inclusion and development of Special Education students? Based on this question, the general objective was defined as analyzing the factors that hinder the collaborative preparation and implementation of IDPs, as well as understanding the impacts of these weaknesses on the inclusion and development of Special Education students. The specific objectives were to describe how IDPs were prepared at the school between 2022 and 2024, identifying the professionals involved, the documentary records, and the procedures adopted; to analyze the causes and consequences of the lack of collaboration among classroom teachers, special education support teachers, and pedagogical coordinators in the development of IDPs, as well as the impacts of this gap on the inclusion process of Special Education students; and to propose strategies that promote the collaborative, continuous, and effective development of IDPs in order to ensure the right to equitable education and the full development of Special Education students, in accordance with current legislation. Given the shortcomings identified in the preparation and implementation of IDPs for the appropriate support of Special Education students at the school, this research is justified and considered relevant because, beyond meeting legal requirements, it seeks to establish the IDP as an effective pedagogical intervention tool that contributes to inclusion and learning. The conceptual framework adopted supports the understanding of key concepts such as Special Education, inclusion, disability, and continuing professional development, among others. To achieve the research objectives, documentary research was conducted, and questionnaires were administered to school professionals as well as to parents or legal guardians. The analysis resulting from data triangulation, interpreted in light of the theoretical framework, enabled the development of an Educational Action Plan (EAP) containing proposals to improve the identified problem.