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Previous issue date: 2016-02-25 / Considerando que as dificuldades que os alunos apresentam n?o s?o apenas deles, mas resultam, em grande parte, do modo como a educa??o ? concebida e colocada em pr?tica, construir uma escola inclusiva, que atenda aos interesses e ?s necessidades dos alunos com defici?ncia, exige uma reorganiza??o do ensino. Como elemento articulador desse processo, destacamos o Atendimento Educacional Especializado (AEE), enquanto um dos servi?os da Educa??o Especial que vem ocupando espa?o na escola regular e pode mobilizar os olhares sobre os alunos com defici?ncia intelectual e sua aprendizagem. Com o objetivo de analisar a fun??o do AEE no processo de escolariza??o dos alunos com defici?ncia intelectual, adotamos uma abordagem qualitativa, com base numa pesquisa-a??o, que envolveu professores do Atendimento Educacional Especializado, professores da sala de aula comum e da coordena??o pedag?gica de uma escola da rede p?blica de Natal/RN. Inicialmente, desenvolvemos entrevista semiestruturada e pesquisa documental, com vistas a conhecer a realidade do AEE na escola e, posteriormente, um programa de forma??o continuada a partir das necessidades apontadas frente ao processo de escolariza??o desse alunado. Com base nas problematiza??es suscitadas nos encontros formativos, percebemos o reconhecimento dos professores acerca da ressignifica??o de suas concep??es e pr?ticas, bem como a necessidade de atua??o do professor do AEE, de forma din?mica e interligada com toda a estrutura organizacional da escola. / Having in mind that the challenges students face are not only theirs, but a result of the way education is conceived and put into practice, to build an inclusive school, that meets intellectually disabled students? interests and needs, requires a whole reorganization of the teaching process. As an integrating element of this process, we highlight the Specialized Educational Attendance (AEE for its acronym in Portuguese), as one of the services within Special Education that has taken place at schools and may be able to call attention to intellectually disabled students and how they learn. Aiming at analyzing the function of AEE in the school process of intellectually disabled students, this study was carried out through a qualitative approach, based on a research-action, which englobed teachers from the Specialized Educational Attendance, teachers from regular schools and the pedagogical staff from a public school in Natal/RN, Brazil. At first, we have conducted a semistructured interview and a documental research, with visits that aimed at knowing the AEE reality at the school and, later, a continuing education program triggered from the needs encountered on the students school process. From the discussions raised on educational meetings, we have noticed that teachers recognize the need to redefine their concepts and practices, as well as the importance of the AEE teacher, acting in a dynamic and connected way along with the whole school organization.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/23349 |
| Date | 25 February 2016 |
| Creators | Ara?jo, ?rika Soares de Oliveira |
| Contributors | 08588287404, Silva, Luzia Guacira dos Santos, 32434472400, Dias, Maria Aparecida, 76117855753, Magalh?es, Rita de C?ssia Barbosa Paiva, 37086081353, Vieira, Francileide Batista de Almeida, 55113788449, Rodrigues, Janine Marta Coelho, 09853103915, Jesus, Denise Meyrelles de, 37684906704, Martins, Lucia de Ara?jo Ramos |
| Publisher | PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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