Inclusão escolar e atendimento educacional especializado: compreendendo a percepção da comunidade escolar sobre o papel do Professor de Apoio

Abstract

The present dissertation was conducted within the scope of the Professional Master’s course in Management and Evaluation of Education (PPGP) of the Public Policies and Evaluation of Education Center at the Federal University of Juiz de Fora (CAEd/UFJF). This management case discusses the specialized educational attendance focused on students with special needs because of disability. The study also aims to understand the processes adopted by the state teaching network of Minas Gerais to allocate the Support Teacher on the regular schools of Pouso Alegre. The main objective of this research is to comprehend the school community’s perception of the Support Teacher role during the processes of scholar inclusion and the teaching-learning process of special education students. As specific objectives, there are: (a) describing the special educational public policy implementation, through the inclusive perspective, at the schools from Pouso Alegre; (b) analyzing the performance of the Support Teacher and how the school’s community deems this profession; (c) proposing actions that can help to magnify the comprehension about the role of this professional, in a way that the allocation and the attendance can be improved. We assume, as a hypothesis, that even with the public policy establishing the Support Teacher’s roles and the conditions of these attendances, there are multiple views of the school’s community regarding this function. This factor can harm this professional allocation. Sometimes, families and the school’s team understand that a Support Teacher must attend all students with disabilities, and in other cases, it is understood that this professional is the only responsible for the teaching-learning process. Besides, there is the vision that this teacher should act as a learning reinforcement for those students. To analyze this hypothesis, it was adopted the methodology of a qualitative exploratory study. The data collection was made through Focus Group with teachers, questionnaires answered by support teachers, and interview with the school’s manager. The research had as object the state school with the most significant number of professors in Pouso Alegre. Through the verified results and the identified problems, it was proposed an Educational Action Plan, developed using the 5W2H tool. It was suggested three actions to be performed simultaneously. The Educational Action Plan aims to improve the allocation processes of those Support Teachers through a better understanding of the roles performed by those professionals. So, it is suggested actions for reflection, discussion, dialogue, formation, information, and collaboration to solve the identified problems. To do so, it is necessary to change the beliefs and the conceptions related to those Support Teachers and the inclusion process of students with disabilities.