Práticas pedagógicas no contexto do atendimento educacional especializado

Abstract

This study has as its theme "Pedagogical Practices in the context of Specialized Educational service", from the observation that school inclusion proposes inequality of treatment as a way of restoring an equality that was broken by segregating forms of special and regular education, an inclusion that brings students together through their singularities and differences. the general objective of the study is to analyze which pedagogical practices are developed by the Special Education teacher in the context of Specialized Educational Assistance with students in the early years of Elementary School. As specific objectives, we seek to understand the process of educational inclusion from the Political Pedagogical Project of the investigated educational institution; to know the structure and organization of the Specialized Educational Service of the investigated educational institution; to analyze the activities, materials and didactic-pedagogical resources used in Specialized Educational Assistance with students in the early years of Elementary School; to identify the pedagogical practices of the SRM teacher that contribute to the school inclusion process. The study methodology was based on the combination of bibliographic research and investigation and field with a focus on the qualitative approach, which took place in a school institution in the municipality of Macapá. After the study, it was inferred that an intervention project is necessary that aims to train not only teachers who work with students with disabilities, but all education professionals, ensuring that this qualification is contemplated in the political pedagogical project of the target school of the research for the effective inclusion of students with special needs.