O papel do professor de apoio no cotidiano escolar: reflexões sobre a gestão de práticas na escola pública

Abstract

This essay was developed within the scope of the Master Professional Graduation on Education Management and Assessment (PPGP) of the Center for Public Policies and Education Assessment of the Federal University of Juiz de Fora (CAEd / UFJF). The management situation studied seeks to discuss the role of the Support Teacher in the daily school routine and to reflect on the management of inclusive practices in the public school, specific to the state of Minas Gerais. The goals defined for this study were: to describe the functions performed by the Support Teacher; to observe and to analyze how the Support Teacher of the Field of Dreams School has acted in his functions, considering the possibilities and limits of his performance within the institution, not only from his own perception, but also of the school community, as parents and/or people responsible for the kids, professors and all people engaged, in order to, at the end, propose the implementation of an Educational Action Plan (PAE) that will allow the development of strategies for flexibility and adaptation in the curriculum, as well as collaborative alternative pedagogical practices with other teachers. We aim, therefore, to benefit the social interaction and access of students with disabilities to the curriculum and other activities of the school. For the development of this work, we assume that the relationship between the Support Teacher and the Professor is based on conflicts and the distance between what is envisioned in the law and in the school practices of the analyzed institution. For this purpose, we used, as methodology, qualitative research and as instruments the brainstorm conversations, besides bibliographical and documentary research. As a theoretical basis, we chose authors such as Capellini (2004); Beyer (2013); Booth and Ainscow (2011); Mittler (2003) and Mantoan (2015), because of their speeches on inclusive education and the process of Professor extensive training. In addition, these authors placed the discussion about collaborative teaching and the Index for Inclusion as a strategy and support for the expansion of the inclusion process within the school, from the triad of: Inclusive Policies, Cultures and Practices. At the end of the studies, the assumption discussed was confirmed when it was verified that the inclusion process of the Field of Dreams State School has not yet been consolidated, mainly in the relation of the Support Teacher and Professor, as well as in the process of the Professor extensive training. Based on the results of the analysis of the brainstorm conversations, we propose an Educational Action Plan (PAE) that aims to initiate the process of discussion, formation and evaluation of the debates about inclusion, for and in the school analyzed. Therefore, we intend to solve some of the problems identified in the analyzed school unit. It is worth mentioning the use of the Index for Inclusion as a tool for review and self-assessment of the inclusion process of the Field of Dreams School.