Orienta??o educacional e o processo de inclus?o do p?blico-alvo da Educa??o Especial: as experi?ncias do munic?pio de Mesquita/RJ

• Ano de defesa: 2022
• Autor(a) principal: Antunes, Cristiane Maria de Souza
• Orientador(a): Damasceno, Allan Rocha
• Banca de defesa: Damasceno, Allan Rocha, Mello, Mirian Morelli Lima de, Bernardino, Adriana Vasconcellos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural do Rio de Janeiro
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Educa??o Agr?cola
• Departamento: Instituto de Agronomia
• País: Brasil
• Palavras-chave em Português: Orienta??o educacional; Educa??o inclusiva; P?blico-alvo da educa??o especial
• Palavras-chave em Inglês: Educacional Guidance; Inclusive education; Target audience for special education
• Área do conhecimento CNPq: Educa??o
• Link de acesso: https://tede.ufrrj.br/jspui/handle/jspui/5643

This master's research has as its object of study the Educational Guidance from the perspective of inclusive education. As research objectives, the following were listed: to characterize the performance of educational advisors in the schools of the Mesquita Municipal Network, in promoting the process of inclusion of students who are the target audience of special education; identify and analyze the inclusion policy of the Municipal Education Network of Mesquita, through official documents; characterize the concept of Educational Guidance about the school inclusion of students who are the target audience of special education; and identify and analyze documents that guide the actions of the technical-pedagogical team in the school environment. Five schools in the Teaching Network in the city of Mesquita were the locus of the research and the interviewed subjects were educational advisors who work in different segments of Basic Education (Child Education, Early Years, Final Years and in the Youth and Adult modality). This research highlights the Critical Theory as a theoretical and methodological framework, with an emphasis on the thinker Theodor Adorno (1995; 2012). Furthermore, we anchored on other scholars such as Grinspun (2001; 2003; 2012), Damasceno (2006; 2010; 2015) and Costa (2003), for their significant contributions to the discussion developed in this study. Document analysis, application of a characterization questionnaire and semi-structured interview were used as methodological procedures/instruments. This is another research that reveals the need for Public Policies to carry out structural and organizational changes within the school, since Public Policies at the municipal level that deal with Special Education still have gaps to meet the demands of this public, starting with the absence of physical and architectural adaptations, which represent significant barriers to student accessibility. Despite the difficulties pointed out during the research on physical and architectural accessibility, legislation, training andeven a work regime duetothelackofprofessionals in some schools, theEducationalAdvisorsshowedthattheyfeltresponsible, in articulating with the different professionals at the school, students and family, through the process of inclusion of students who are the target audience of Special Education.