Orientação e monitoramento da educação especial pela Superintendência Regional de Ensino Nova Era: um estudo em duas escolas estaduais

Abstract

This dissertation was developed within the scope of the Professional Master’s Degree in Management and Evaluation of Education (PPGP) from the Center of Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF), and sought to investigate: How the Regional Superintendence of Education, through the Inclusion Support Service Team (SAI), can contribute to the development of the Individual Development Plan (PDI) and the Specialized Educational Assistance Plan (PAEE)? In order to do so, the research was performed in two schools legally linked to the SRE Nova Era, both with attendance to the first years of elementary education and with the Multifunctional Resources Room implanted. This research had, as a main objective, to seek strategies to optimize the orientation and monitoring process carried out by the SAI Team, in relation to the production of the PDI and the PAEE. As specific objectives were defined: to describe the process of inclusion in the scope of the state of Minas Gerais, through the work of the SAI Team of SRE Nova Era in these two State schools, going through the current legislation; to analyze the actions of special education and the processes of elaboration of the two guiding instruments - PDI and PAEE - in these two schools from the point of view of teachers, specialists and managers who work there, relating these processes in an inclusive perspective; and to propose an Educational Action Plan aimed at improving the orientation and monitoring of the SAI Team to support all schools legally linked to the SRE Nova Era, directing the actions of special education in this inclusive perspective. State and national legal provisions regulating the subject were used, such as CEE Resolution No. 460/2013, the Special Education Guidance Guide in the state network of Minas Gerais, the National Policy on Special Education in the Inclusive Perspective, and, of course, the Constitution of the Federative Republic of 1988 and the Law of National Guidelines and Bases of the National Education of 1996. As a bibliographical reference, the work is based mainly on the assumptions of Mantoan (2003, 2017, 2018), Glat and Blanco (2007), Capellini and Rodrigues (2009), Ropoli et al. (2010), Fernandes (2014), Ferreira (2018), Gatti (2018) and Nunes and Madureira (2018). This is a qualitative research, which used documentary analysis, through the verification of documents related to the inclusion and field research through a collective interview with the schools’ professionals surveyed.