Possibilidades de interlocução da coordenação pedagógica com o professor de educação especial na organização e desenvolvimento do trabalho docente
Ano de defesa: | 2019 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
Centro de Educação |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional
|
Departamento: |
Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/20679 |
Resumo: | This text reports a research developed under the Postgraduate Program in Public Politics and Educational Management, of the Education Center of the Federal University of Santa Maria (PPPG / CE / UFSM). The investigation was developed in the context of a primary education public school of the state school system, in Santa Maria / RS, with the objective of identifying the conditioning factors for the interlocution of the pedagogical coordination and the special education teacher in the organization and development of the teaching work to overcome the difficulties related to the teaching and learning process, from the perspective of inclusive education. For this, we proposed to answer the following research problem: “What possibilities are identified for the participation of the special education teacher in the organization and development of teaching work? To answer this central research problem, we unfold it in four minor questions: (1) How does the management of pedagogical work take place in the early years of basic education from an inclusive perspective? (2) How are the pedagogical work organized and developed by teachers in the early years of elementary school, to deal with the difficulties present in the teaching and learning process of inclusive education students? (3) How is the special education teacher's work characterized in the early years of elementary school, from an inclusive perspective? (4) What elements need to be considered in a pedagogical work management proposal to deal, in a collaborative way, with the difficulties in the teaching and learning process of inclusive education students in the early years of elementary school? The sources of information were the teachers of the early years of elementary school, pedagogical coordinator and special education teacher, with whom we conducted individual semi-structured interviews. The data analysis, conducted through grounded theory methods, enabled us to identify a lack of clarity about the purpose and target of inclusive education; weakness in dialogue between the teachers of the early years, pedagogical coordinator and special education teacher; lack of knowledge of the work performed by each one of them; lack of moments for the elaboration of plans and collective actions; lack of time for a large demand for assignments; and lack of a team of interdisciplinary professionals to think about the pedagogical. Faced with that, we identified a set of possibilities for the contribution of the special education teacher in the organization and development of teaching work, such as creating spaces for articulation between teachers, building a closer relationship with teachers, acting more closely with teachers. learning issues in general, mediating understanding of inclusive education and learning, and developing continuing education. |
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2021-04-23T20:02:49Z2021-04-23T20:02:49Z2019-11-29http://repositorio.ufsm.br/handle/1/20679This text reports a research developed under the Postgraduate Program in Public Politics and Educational Management, of the Education Center of the Federal University of Santa Maria (PPPG / CE / UFSM). The investigation was developed in the context of a primary education public school of the state school system, in Santa Maria / RS, with the objective of identifying the conditioning factors for the interlocution of the pedagogical coordination and the special education teacher in the organization and development of the teaching work to overcome the difficulties related to the teaching and learning process, from the perspective of inclusive education. For this, we proposed to answer the following research problem: “What possibilities are identified for the participation of the special education teacher in the organization and development of teaching work? To answer this central research problem, we unfold it in four minor questions: (1) How does the management of pedagogical work take place in the early years of basic education from an inclusive perspective? (2) How are the pedagogical work organized and developed by teachers in the early years of elementary school, to deal with the difficulties present in the teaching and learning process of inclusive education students? (3) How is the special education teacher's work characterized in the early years of elementary school, from an inclusive perspective? (4) What elements need to be considered in a pedagogical work management proposal to deal, in a collaborative way, with the difficulties in the teaching and learning process of inclusive education students in the early years of elementary school? The sources of information were the teachers of the early years of elementary school, pedagogical coordinator and special education teacher, with whom we conducted individual semi-structured interviews. The data analysis, conducted through grounded theory methods, enabled us to identify a lack of clarity about the purpose and target of inclusive education; weakness in dialogue between the teachers of the early years, pedagogical coordinator and special education teacher; lack of knowledge of the work performed by each one of them; lack of moments for the elaboration of plans and collective actions; lack of time for a large demand for assignments; and lack of a team of interdisciplinary professionals to think about the pedagogical. Faced with that, we identified a set of possibilities for the contribution of the special education teacher in the organization and development of teaching work, such as creating spaces for articulation between teachers, building a closer relationship with teachers, acting more closely with teachers. learning issues in general, mediating understanding of inclusive education and learning, and developing continuing education.Este texto relata uma pesquisa desenvolvida no âmbito do Programa de Pós-graduação em Políticas Públicas e Gestão Educacional, do Centro de Educação da Universidade Federal de Santa Maria (PPPG/CE/UFSM). A investigação desenvolveu-se no contexto de uma escola pública de educação básica da rede estadual de ensino, no município de Santa Maria/RS, com o objetivo de identificar os aspectos condicionantes para a interlocução da coordenação pedagógica e o professor de educação especial na organização e desenvolvimento do trabalho docente para a superação das dificuldades relacionadas ao processo de ensino e aprendizagem, na perspectiva de educação inclusiva. Para isso, propusemo-nos a responder o seguinte problema de pesquisa: “Que possibilidades são identificadas para a participação do professor de educação especial na organização e desenvolvimento do trabalho docente? Para respondermos este problema central da pesquisa, o desdobramos em quatro questões menores: (1) Como se dá a gestão do trabalho pedagógico nos anos iniciais do ensino fundamental na perspectiva inclusiva? (2) Como se dá a organização e o desenvolvimento do trabalho pedagógico pelos professores dos anos iniciais do ensino fundamental, para lidar com as dificuldades presentes no processo de ensino e aprendizagem dos alunos da educação inclusiva? (3) Como se caracteriza o trabalho do professor de educação especial nos anos iniciais do ensino fundamental, na perspectiva inclusiva? (4) Que elementos precisam ser contemplados em uma proposta de gestão do trabalho pedagógico para lidar, de forma colaborativa, com as dificuldades no processo de ensino e aprendizagem dos alunos da educação inclusiva nos anos iniciais do ensino fundamental? As fontes de informação foram as professoras dos anos iniciais do ensino fundamental, coordenadora pedagógica e professora de educação especial, com as quais realizamos entrevistas semiestruturadas individuais. As análises dos dados, realizadas por meio dos métodos da teoria fundamentada, nos possibilitou identificar falta de clareza sobre o propósito e a quem se destina a educação inclusiva; fragilidade no diálogo entre as docentes dos anos iniciais, coordenadora pedagógica e professora de educação especial; falta de conhecimento do trabalho desenvolvido por cada uma dela; carência de momentos para a elaboração de planejamentos e ações coletivas; escassez de tempo para uma demanda grande de atribuições; e falta de uma equipe de profissionais interdisciplinares para pensar o pedagógico. Diante disso, identificamos um conjunto de possibilidades para a contribuição do professor de educação especial na organização e desenvolvimento do trabalho docente, como na criação de espaços de articulação entre docentes, na construção de uma relação mais próxima com os professores, na atuação de forma mais próxima com as questões de aprendizagem de uma maneira geral, na mediação do entendimento que se tem de educação inclusiva e das aprendizagens e no desenvolvimento da formação continuada.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em Políticas Públicas e Gestão EducacionalUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessGestão do trabalho docenteProfessor de educação especialEducação inclusivaInclusive educationManagement of teaching workSpecial education teacherCNPQ::CIENCIAS HUMANAS::EDUCACAOPossibilidades de interlocução da coordenação pedagógica com o professor de educação especial na organização e desenvolvimento do trabalho docentePossibilities of interlocution of the pedagogical coordination with the special education teacher in the organization and development of teaching workinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisGama, Maria Eliza Rosahttp://lattes.cnpq.br/3265100694974444Lisovski, Lisandra AlmeidaMunhóz, Maria Alcionehttp://lattes.cnpq.br/9809086052570629Salomão, Cátia Juliana Rodrigues70080000000660060060060060033fc75fb-5640-44a9-b048-7474c4e11ffa9e870a0f-1a26-47b6-a036-e54a85db5ae8de531764-f983-4ca9-9a45-a4ff4250e35b6c31414a-6024-4154-967a-7366e68799eereponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGPPGE_2019_SALOMAO_CATIA.pdfDIS_PPGPPGE_2019_SALOMAO_CATIA.pdfDissertaçãoapplication/pdf1914424http://repositorio.ufsm.br/bitstream/1/20679/1/DIS_PPGPPGE_2019_SALOMAO_CATIA.pdfeee5a746ca826c60c7a16980129e2664MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Possibilidades de interlocução da coordenação pedagógica com o professor de educação especial na organização e desenvolvimento do trabalho docente |
dc.title.alternative.eng.fl_str_mv |
Possibilities of interlocution of the pedagogical coordination with the special education teacher in the organization and development of teaching work |
title |
Possibilidades de interlocução da coordenação pedagógica com o professor de educação especial na organização e desenvolvimento do trabalho docente |
spellingShingle |
Possibilidades de interlocução da coordenação pedagógica com o professor de educação especial na organização e desenvolvimento do trabalho docente Salomão, Cátia Juliana Rodrigues Gestão do trabalho docente Professor de educação especial Educação inclusiva Inclusive education Management of teaching work Special education teacher CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Possibilidades de interlocução da coordenação pedagógica com o professor de educação especial na organização e desenvolvimento do trabalho docente |
title_full |
Possibilidades de interlocução da coordenação pedagógica com o professor de educação especial na organização e desenvolvimento do trabalho docente |
title_fullStr |
Possibilidades de interlocução da coordenação pedagógica com o professor de educação especial na organização e desenvolvimento do trabalho docente |
title_full_unstemmed |
Possibilidades de interlocução da coordenação pedagógica com o professor de educação especial na organização e desenvolvimento do trabalho docente |
title_sort |
Possibilidades de interlocução da coordenação pedagógica com o professor de educação especial na organização e desenvolvimento do trabalho docente |
author |
Salomão, Cátia Juliana Rodrigues |
author_facet |
Salomão, Cátia Juliana Rodrigues |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Gama, Maria Eliza Rosa |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3265100694974444 |
dc.contributor.referee1.fl_str_mv |
Lisovski, Lisandra Almeida |
dc.contributor.referee2.fl_str_mv |
Munhóz, Maria Alcione |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9809086052570629 |
dc.contributor.author.fl_str_mv |
Salomão, Cátia Juliana Rodrigues |
contributor_str_mv |
Gama, Maria Eliza Rosa Lisovski, Lisandra Almeida Munhóz, Maria Alcione |
dc.subject.por.fl_str_mv |
Gestão do trabalho docente Professor de educação especial Educação inclusiva Inclusive education |
topic |
Gestão do trabalho docente Professor de educação especial Educação inclusiva Inclusive education Management of teaching work Special education teacher CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Management of teaching work Special education teacher |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This text reports a research developed under the Postgraduate Program in Public Politics and Educational Management, of the Education Center of the Federal University of Santa Maria (PPPG / CE / UFSM). The investigation was developed in the context of a primary education public school of the state school system, in Santa Maria / RS, with the objective of identifying the conditioning factors for the interlocution of the pedagogical coordination and the special education teacher in the organization and development of the teaching work to overcome the difficulties related to the teaching and learning process, from the perspective of inclusive education. For this, we proposed to answer the following research problem: “What possibilities are identified for the participation of the special education teacher in the organization and development of teaching work? To answer this central research problem, we unfold it in four minor questions: (1) How does the management of pedagogical work take place in the early years of basic education from an inclusive perspective? (2) How are the pedagogical work organized and developed by teachers in the early years of elementary school, to deal with the difficulties present in the teaching and learning process of inclusive education students? (3) How is the special education teacher's work characterized in the early years of elementary school, from an inclusive perspective? (4) What elements need to be considered in a pedagogical work management proposal to deal, in a collaborative way, with the difficulties in the teaching and learning process of inclusive education students in the early years of elementary school? The sources of information were the teachers of the early years of elementary school, pedagogical coordinator and special education teacher, with whom we conducted individual semi-structured interviews. The data analysis, conducted through grounded theory methods, enabled us to identify a lack of clarity about the purpose and target of inclusive education; weakness in dialogue between the teachers of the early years, pedagogical coordinator and special education teacher; lack of knowledge of the work performed by each one of them; lack of moments for the elaboration of plans and collective actions; lack of time for a large demand for assignments; and lack of a team of interdisciplinary professionals to think about the pedagogical. Faced with that, we identified a set of possibilities for the contribution of the special education teacher in the organization and development of teaching work, such as creating spaces for articulation between teachers, building a closer relationship with teachers, acting more closely with teachers. learning issues in general, mediating understanding of inclusive education and learning, and developing continuing education. |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-11-29 |
dc.date.accessioned.fl_str_mv |
2021-04-23T20:02:49Z |
dc.date.available.fl_str_mv |
2021-04-23T20:02:49Z |
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masterThesis |
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http://repositorio.ufsm.br/handle/1/20679 |
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http://repositorio.ufsm.br/handle/1/20679 |
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por |
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700800000006 |
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600 600 600 600 600 |
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openAccess |
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Universidade Federal de Santa Maria Centro de Educação |
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Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional |
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UFSM |
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Brasil |
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Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
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