Bases teórico-pedagógicas do atendimento educacional especializado das redes públicas municipais de educação de Aparecida de Goiânia/GO e Cascavel/PR
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Data
2016-09-08
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Universidade Federal de Goiás
Resumo
This study aimed to analyze the administrative and pedagogical implications of theoretical
and pedagogical basis that guide the Special Education and Inclusive Education policy,mainly
to the supply and structuring of Specialized Educational Assistance (ESA) in municipal
education networks of Aparecida de Goiânia / GO and Cascavel / PR.The research is
characterized as a bibliographic and documentary research and field research, having as a
procedure for data collection and registration, semi-structured interviews, recorded in audio.
The analysis of data obtained through the legal regulations of the operationalization of the
Specialized Educational Assistance (National Special Education Policy on Inclusive
Education Perspective 2008, Resolution No. 4 of 02 October 2009, Decree No. 7611 of
November 17, 2011); of current National Education Plan - PNE (BRAZIL, 2014); the guiding
documents at the municipal level and the interviews were subsidized by theoretical and
philosophical assumptions of Historical – critical Pedagogy, and Historical – Cultural
Psychology. Based on a set of theoretical basis, here identified as "pragmatic miscellaneous"
and "critical miscellaneous " we found that the municipalities are articulating differently the
operation of this service. On the one hand , the ESA is being interpreted as a strategy to offset
deficiencies of different orders , defending the organization of the pedagogical work centered
on a productivist conception of education , limited to a man structuring naturalizing
framework and considering the human being in the abstract, disconnected from a contextual
engagement.On the other hand, following the same legal and operational guidelines, we find
different possibilities to direct human development, without, however, losing sight of its
educational specificity: the transmission of objective knowledge historically produced and
interpreted as a condition for development. Based on the results, we emphasize the
importance of educational theory guiding the educational practice, noting that overcoming the
fragmented practices , fetishized and alienated , are the global social practice and / or
educational practice is necessarily tied to a theory of critical praxis, transforming power
relations, therefore, the historical, political and economic determinants affect the process
Descrição
Palavras-chave
Educação especial , Política de educação inclusiva , Atendimento educacional especializado , Pedagogia histórico-crítica , Psicologia histórico-cultural , Special education , Inclusive education policy , Specialized educational assistance , Historical – critical pedagogy , Historical – cultural psychology
Citação
SANTOS, I. R. Bases teórico-pedagógicas do atendimento educacional especializado das redes públicas municipais de educação de Aparecida de Goiânia/GO e Cascavel/PR. 2016. 234 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Goiânia, 2016.