A atuação do professor de apoio à comunicação, linguagem e tecnologias assistivas no âmbito do Serviço de Apoio à Inclusão (SAI) da Superintendência Regional de Ensino de Paracatu: desafios, formação e alternativas

Abstract

This dissertation is developed within the scope of the Professional Master's degree in Management and Evaluation of Public Education (PPGP) of the Public Policies Center and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF). The management case developed discusses the monitoring of Specialized Educational Assistance (SEA) carried out by the Inclusion Support Service (ISS) of the Regional Superintendence of Teaching (SRE) of Paracatu, with a special focus on the performance of the Support Teacher to Communication, Language and Assistive Technology (ACLTA) in two state schools in the city of Paracatu. We aim to answer the following research question: What is the importance of the support teacher performance in the implementation of SEA in SRE/Paracatu? The general objective defined for this study is: to understand the performance of an ACLTA teacher in the implementation of SEA in SRE/Paracatu. As specific objectives, it is intended: to describe the ACLTA teacher performance in the SEA of the SRE/Paracatu; to analyze the role of the ACLTA teacher in the face of the challenge of Inclusive Special Education in the SEA of the SRE/Paracatu, and to propose ways to improve the ACLTA teacher’s performance in the state education network of SRE/Paracatu. We assume that something is missing for the performance of the ACLTA teacher and other SEA services to fulfill the purpose for which they were created. We support ourselves in the current legislation (Law of Directives and Bases of Education, decrees, and guidelines) and in the works produced so far, among them: Carvalho (2008), Miranda (2017), Mantoan (2003), Eugênio González (2007), Minas Gerais (2020), and others. These authors lead us to reflect on the inclusive school and the SEA as a right of all students with disabilities, as well as the need for continuous improvement of education, always protected by laws, which are the legal means to guarantee these rights. Based on these elements, we organized the field research to analyze the role of the ACLTA teacher based on data collected from education professionals involved with the inclusion, through the application of questionnaires to school principals, specialists in basic education, and ACLTA teachers from two schools in the Paracatu region, being one exclusive for initial years and the other for final years of Elementary and High School, in addition to the inclusion manager in SRE/Paracatu. The analysis of the collected data showed that there are weaknesses in communication, in the organization of continuing education in service, in addition to failures and superficial knowledge of documents related to inclusion. Thus, an Educational Action Plan (PAE) was developed based on the 5W2H management tool. It is proposed to carry out four actions subdivided into sessions focused on the continuing education of professionals involved with inclusion; organization and availability of materials; publications and information in virtual form; creation of communication channels between school professionals and the ISS team; and actions to raise the awareness of the families of students with special education in the SRE/Paracatu district, seeking to improve the SEA offered at each school in the region.