A articulação do planejamento pedagógico como caminho para a consolidação da educação especial na perspectiva inclusiva

Abstract

This dissertation was developed within the scope of the Professional Master's Degree in Public Education Management and Assessment (PPGP) at the Center for Public Policies and Education Assessment at the Federal University of Juiz de Fora (CAEd/UFJF). The theme defined for the management case is the investigation of the application of the National Special Education Policy from an Inclusive Perspective and the State Policy, in order to guarantee this right at the Estrela Cadente State School. The purpose of this research was to answer the following guiding question: How can a school’s pedagogical management enable collaborative pedagogical planning with a focus on inclusion? To answer it, the general objective was to understand the obstacles that currently exist so that pedagogical management can take place collectively and focus on inclusion. To verify it, three specific objectives were defined: (i) Describe the school context, especially the pedagogical organization; (ii) Analyze how the work of SRM, ACLTA teachers and teaching staff works in the development of collaborative pedagogical planning and (iii) Propose strategies to improve coordination between school professionals, seeking a collective pedagogical planning that is focused on inclusion. The methodological guidelines carried out were documentary analysis and study of the theoretical framework based on authors such as Mantoam (2003) (2006), Plestch (2009), Lück (2009), Tezani (2009), Capellini, Zanatta and Pereira (2009), Glat (2011), Fontes (2013), Vilaronga and Mendes (2014), Damázio (2018) and Christo and Mendes (2019). The records analyzed included the notebooks of teachers and ACLTA teachers, minutes of meetings, the Individual Development Plan and the Specialized Educational Service Plan, with an emphasis on the search for information related to pedagogical planning aimed at Special Education students. As a final product, an Educational Action Plan was developed that focuses on coordinating work between current teachers, ACLTA and SRM teachers, and families in favor of inclusive pedagogical planning at the Estrela Cadente State School.