Banca de DEFESA: MARIA ILMA DE OLIVEIRA ARAUJO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : MARIA ILMA DE OLIVEIRA ARAUJO
DATA : 21/02/2017
HORA: 09:00
LOCAL: Multimeios II – Centro de Educação
TÍTULO:

Em elaboração


PALAVRAS-CHAVES:

Special Education. Specialized Educational Assistance. Special Education Teachers.


PÁGINAS: 132
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

The 2008 inclusive perspective of the National Special Educational Policy in Brazil can be considered a historical landmark in the country´s educational scenario regarding inclusive educational systems. Among the policy´s normative actions, the decree number 7.611/11 relates to specialized educational service as a Special Education It aims to support the target public education students in regular education. It also issues that this type of education must be preferably offered in Multifunctional Resource Rooms (MRR) or Specialized Educational Assistance Centers (SEAC) of the public network, communitarian institutions either denominational and philanthropic. It also indicated that it must be offered in the inverse class shifts. The propagation of multifunctional resource rooms throughout schools in the country evidences the need for a better dialogue with the professionals who are responsible for special education assistance. Thus, considering this scenario, the development of local studies that seek to acknowledge the conceptions of these professionals is necessary. Regarding these issues, the present study aimed to analyze the Specialized Educational Attendance carried out in the state schools of Rio Grande do Norte in Brazil according to the conception of Special Education. The study considered a whole range of aspects that involve the legislation and pedagogical actions. The work used the qualitative-quantitative methodological approach as reference. Due to the nature of the research and for data collection purposes, a Survey was performed with the aid of a semi-open questionnaire. A sample that consisted of 123 teachers who worked in the multifunctional resource rooms of the state schools of Rio Grande do Norte was gathered. Data collection took place through formative meetings organized by the Special Education Subcommittee, with the collaboration of Special Education Technicians from each Regional Educational Directories. The quantitative variables were analyzed through descriptive statistics with simple (absolute) and relative (percentage) and average frequencies distribution with coefficient of variation. Data was analyzed by means of SPSS 22.0 software. As for the open ended questions Content Analysis was performed. Results point out that special education teachers feel the need for training that is able to support them in the development of their pedagogical work currently carried out in the Multifunctional Resource Rooms and in school in general. It was also seen that there is a distance between the pedagogical tasks of Special Education teachers and those of regular classrooms. The study concludes that Special Educational attendance has promoted the inclusion of the targeted public education students. However, students are not yet seen as learners by the school community.


MEMBROS DA BANCA:
Externo à Instituição - DEBORA LUCIA LIMA LEITE MENDES - UNILAB
Externo ao Programa - 1543230 - ELIANA COSTA GUERRA
Interno - 1149418 - LUCIA DE ARAUJO RAMOS MARTINS
Externo à Instituição - MARIZA BORGES WALL BARBOSA DE CARVALHO - UFMA
Notícia cadastrada em: 08/02/2017 14:38
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