A atuação do coordenador pedagógico: formação, articulação e transformação na inclusão de estudantes com deficiência intelectual

• Ano de defesa: 2025
• Autor(a) principal: Camargo, Tatiane Cristine de
• Orientador(a): Placco, Vera Maria Nigro de Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação: Formação de Formadores
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Coordenador pedagógico; Inclusão; Deficiência intelectual; Formação docente
• Palavras-chave em Inglês: Pedagogical coordinator; Inclusion; intellectual disability; Teacher education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/45190

This research aims to analyze how the role of the pedagogical coordinator can enhance the inclusion of students with intellectual disabilities by promoting pedagogical practices that support their learning. To this aim , the following specific objectives were defined: to identify the formative strategies and themes addressed by pedagogical coordinators to support teachers in the inclusion process; to examine the articulation actions carried out by the coordinator to encourage inclusive practices, respecting the singularities of students with intellectual disabilities; and to investigate the available alternatives within the school context for their role, aiming to transform the school into an inclusive environment that fosters the full participation of these students. The theoretical foundation regarding school pedagogical coordination was based on the studies of Domingues (2014), Placco, Almeida, and Souza (2010, 2011, 2015), as well as Souza and Placco (2010, 2012, 2015). The discussion on the inclusion of students with intellectual disabilities was supported by authors such as Bordin and Scheid (2019), Braga (2020), Borges (2022), Mantoan (2003), and Sassaki (1997, 2009), among others. In addition, relevant documents and legislation were analyzed, such as the Law of Guidelines and Bases of National Education (BRASIL, 1996), the National Policy on Special Education from the Perspective of Inclusive Education (BRASIL, 2008), and the Brazilian Law for the Inclusion of Persons with Disabilities (2015). The research adopted a qualitative approach (Lüdke & André, 2013), using semi-structured interviews and the analysis of Political-Pedagogical Projects as the main instruments for data construction. The study involved four pedagogical coordinators responsible for supporting initial grades classes in municipal schools in São Paulo. The results highlight that the pedagogical coordinator’s role is fundamental to enhancing the inclusion of students with intellectual disabilities. The analysis of the data led to the construction of three categories structuring this role: Teacher Education Paths for Addressing Singularities and Eliminating Barriers; Articulation: Enhancement of Resources and Overcoming Challenges in the Inclusion of Students with Intellectual Disabilities; and Transformation: Creating an Inclusive Community and Confronting Ableism. School-based training proved essential to fostering teachers' critical reflection on their pedagogical practices aimed at students with intellectual disabilities. Moreover, the research indicates that curricular flexibility, collaborative teaching, and the use of assistive technology are indispensable actions to eliminate barriers in the teaching and learning process. However, challenges such as teacher resistance, lack of time for follow-up, and the need for greater institutional support still pose obstacles to the pedagogical coordinator’s efforts in implementing inclusive educational practices