O atendimento educacional especializado em uma escola do Sul de Minas Gerais: desafios e possibilidades na articulação entre sala de recursos multifuncional e classe comum

Abstract

This dissertation was developed within the scope of the Professional Master's Program in Public Education Management and Evaluation - Professional Master's Degree (PPGP) at the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF). The management case discusses how the coordination between professionals serving students in Special Education in the multifunctional resource room and in regular classes can impact the quality of the inclusion process for these students. The hypothesis is that the school faces a pedagogical management problem by not promoting adequate spaces for this coordination to take place. The context of inclusion is considered from the 1988 Federal Constitution, through international documents, to the context of public policies for Special Education in Minas Gerais, reaching the E. E. Professor Girassol. The general aim of the research is to understand the relationship between the Reference Center for Inclusive Special Education and Pedagogical Management, and how this relationship contributes, or not, to the coordination between regular class teachers and Specialized Educational Assistance teachers working in the multifunctional resource room in the support of Special Education students. The general objective unfolds into three specific objectives: (1) to describe the process of implementing the Reference Center for Inclusive Special Education, its approach, and the coordination of Special Education in the multifunctional resource room offering Specialized Educational Assistance to state schools in São Lourenço; (2) to identify and analyze the elements/factors that influence the coordination between professionals working with Special Education students and how the Reference Center for Inclusive Special Education can assist in this coordination; (3) to propose actions that promote effective inclusive education for all students who need it, fostering coordination between regular classes and the multifunctional resource room at E. E. Professor Girassol. The adopted methodology is qualitative, with semistructured interviews and a questionnaire, involving the key agents in the inclusion process in state schools in São Lourenço. The theoretical framework is based on authors such as Mantoan (2003), Glat, Pletsch, and Fontes (2007), Santos and Paulino (2010), Pletsch (2010), Mendes, Frutuoso, and Silva (2017), and Pletsch, Sá, and Mendes (2021), who discuss school inclusion, intradepartmental coordination, multifunctional resource room, pedagogical management, and ongoing training. Based on the analysis of the interviews and the questionnaire, an Educational Action Plan was developed with three main actions: (1) Initial Meeting and Coordination Workshops; (2) Strengthening the Inclusive Team for Coordinated Work; (3) Ongoing Training through a 40-hour course and Mobilization Workshops, all involving Basic Education professionals from the state schools of the municipality.