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Previous issue date: 2012-03-12 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / This dissertation aims to analyze the specialized educational services(AEE, Portuguese)
implemented in four municipal schools of Mossor?/RN, with attention to the process of
collaboration between regular classroom teachers and multifunctional resource classroom
teachers. We use as theoretical reference the works of Vygotsky and others authors that
write about education and collaboration. To accomplish the research we chose a qualitative
approach, using as a methodological resources: study of cases, bibliographical, documental
and field research. For the field research we make observations in regular and
multifunctional classrooms. We produce group intervieus with regular and multifunctional
teachers. From the analysis performed we identify that the concepts and the practices of
teachers in regular classrooms changes, with integrationist predominance. The AEE s
teachers had more inclusive conceptions and greater investment in continuing education
than the regular classroom teachers. The practices of regular classroom teachers are more
traditional, what makes the learning process more difficult for the students, even more for the
students with disabilities and pervasive developmental disorders. Teachers of AEE was more
interactive and creative, however, the attention to the students was more individual. In three
of the four schools surveyed stand out the efforts of the teachers of specialist classroom to
collaborate with regular school teachers, by notes, e-mails, phone calls and resource
sharing. In one of the four was noted a good collaborative interactive between the AEE
teachers and the regular school teachers. The school with the worst improvement was that in
which the actions of the teachers of the AEE were limited to actions in multifunctional
resource classroom. The resistance to these professionals was identified in the statements of
the regular classroom teachers. Another issue raised was the lack of time for teachers to
conduct AEE actions that contribute to the process of school students, because their working
hours is restricted to the opposite turn in school. Transport difficulties for the students to
attend the resource classroom multifunctional and the lack of dialogue with the health sector
was challenges for the four schools. The families were with a practically constant interest to
interact with the AEE teachers in the four schools. Thus, we believe that the presence of
AEE school can make contributions to the educational process, however, it is necessary
more attention to the collaborative process between teachers and the school community / A presente disserta??o tem por objetivo analisar o atendimento educacional especializado,
implantado em quatro escolas da rede municipal de ensino de Mossor?/RN, com aten??o ao
processo de colabora??o entre professores de sala de recursos multifuncionais e
professores de salas regulares. Como referencial te?rico utilizamos as obras de Vygotsky e
de autores que tratam de Educa??o Inclusiva e Colabora??o. Para a realiza??o da
investiga??o optamos por uma abordagem qualitativa, utilizando como recursos
metodol?gicos : o estudo de caso, a pesquisa bibliogr?fica, documental e de campo. Na
pesquisa de campo realizamos observa??es em salas de recursos multifuncionais e em
salas de aula regular. Produzimos entrevistas coletivas com professores de sala de recursos
multifuncionais e professoras de sala de aula regular. Pelas an?lises realizadas
identificamos que as concep??es e as pr?ticas dos professores das salas regulares variam,
com predomin?ncia aquelas que tem como base os princ?pios da integra??o. As professoras
do atendimento educacional especializado apresentaram concep??es mais inclusivas e
maior investimento em forma??o continuada do que as professoras de sala regular. As
pr?ticas das professoras de sala regular apresentavam-se mais tradicionais dificultando a
participa??o e aprendizagem dos alunos. Os alunos com defici?ncia e transtornos globais do
desenvolvimento, apresentavam maior dificuldade pela pouca intera??o em sala. Com as
professoras de atendimento educacional especializado a pr?tica pedag?gica era mais
interativa e criativa, contudo, o atendimento era mais individual. Em tr?s, das quatro escolas
investigadas destacam-se tentativas de colabora??o das professoras especialistas com as
professores de sala regular por meio de estudos, intera??o por bilhetes, emails, telefonemas
e compartilhamento de recursos. Em uma escola a rela??o estabelecida entre as
professoras de AEE e as professoras de sala regular apresentou-se com uma perspectiva
mais colaborativa. A escola que menos repercutiu em melhoria, foi aquela em que as a??es
das professoras de AEE ficaram limitadas a a??es em sala de recursos multifuncionais. A
resist?ncia a esses profissionais foi identificada nos enunciados das professoras de sala
regular. Outra quest?o levantada foi a dificuldade de tempo para os professores de AEE
realizarem a??es que contribuam com o processo escolar dos alunos, pois, seu hor?rio de
trabalho fica restrito ao turno inverso do aluno na escola. Dificuldades de transporte para o
aluno freq?entar a sala de recursos multifuncionais e aus?ncia de di?logo com a ?rea da
sa?de foram desafios nas quatro escolas investigadas. J? a participa??o da fam?lia na
escola, por meio das professoras de AEE constituiu-se pr?tica interativa constante nas
quatro escolas. Assim, consideramos que a presen?a do atendimento educacional
especializado na escola pode trazer contribui??es ao processo educacional, por?m, torna-se
necess?rio ficar atento a poss?veis processos colaborativos entre os professores desse
segmento e demais agentes da comunidade escolar
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14509 |
| Date | 12 March 2012 |
| Creators | Bedaque, Selma Andrade de Paula |
| Contributors | CPF:32434472400, http://lattes.cnpq.br/1032425601643160, Mendes, Enic?ia Gon?alves, CPF:03583678803, http://lattes.cnpq.br/3897627554738983, Martins, L?cia de Ara?jo Ramos, CPF:08588287404, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794794P6, Melo, Francisco Ricardo Lins Vieira de, CPF:55435610400, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4771207Y4, Silva, Luzia Guacira dos Santos |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| 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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