A função do núcleo psicossocial educacional da rede municipal de educação de Ubá-MG na perspectiva das famílias dos alunos público-alvo da educação especial

Abstract

This dissertation was developed within the scope of the Professional Master's Degree in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Evaluation of Education of the Federal University of Juiz de Fora (CAEd/UFJF). The management case studied refers to the actions implemented in the municipal education network of Ubá, directed to PAEE students and concerns the guarantee of rights of these students, from the perspective of their families. To this end, the role of the Educational Psychosocial Center (NUPSE) in guaranteeing the rights of PAEE students from the perspective of the family was analyzed. This case proposed to answer the question: what do families of PAEE students expect from NUPSE? In order to answer this question, the objective was to understand how families of PAEE students in the municipal network of Ubá (MG) resort to NUPSE to guarantee the rights of PAEE students. With this in mind, the specific objectives of this study were defined as: (i) Describing the role of NUPSE in guaranteeing the rights of PAEE students based on requests from families; (ii) Analyzing the understanding that these families have regarding the attributions of NUPSE; (iii) Proposing alternatives for a better understanding of the role of NUPSE and services to families with mechanisms for managing special education policies from the perspective of inclusive education in the municipal education network of Ubá (MG). We used a qualitative research approach, using a questionnaire as a research instrument, which was administered to the families of PAEE students. The theoretical framework of this study included the studies of Glat and Fernandes (2005), Jannuzzi (2012), Mantoan (2015), Mazzotta (2011), and Pletsch (2010). Thus, the study made it possible to develop an Educational Action Plan to be applied at NUPSE-Ubá (MG), with four intervention axes. The research shows that many families do not understand the responsibilities of NUPSE, in addition to dealing with the lack of qualifications for professionals involved in AEE. This is further hindered by the lack of resources in view of the increased demand for services. In this regard, it was considered important to increase intersectoral actions and to develop an Educational Action Plan that would include information campaigns about NUPSE and CAEE, the qualification of professionals focused on students' disabilities and inclusive education.