A visão do coordenador pedagógico sobre sua atuação no processo de inclusão de alunos com deficiência

AUTOR(ES)
DATA DE PUBLICAÇÃO

2006

RESUMO

This research aimed at getting to know how the educational supervisors working in Embu das Artes, SP, look at the school inclusion of children with special educational needs, as well as at her/his own performance as supervisor in this process. Seven 26-to-56-year-old female Educational Supervisors took part in this qualitative in-vestigation. A questionnaire with open and close questions developed by de Author was applied to the supervisors. Answers about her main tasks resulted in the identifi-cation of two matters: the first indicated the importance of the relational aspect with the teachers as well as with the community for an effective job; the second matter pointed out to her contribution to the didactic and pedagogic aspect together with the teachers and the students, and to developing and following-up the school political-pedagogic project. The second question was about how they understood her task of guiding the teachers in the inclusion process. Six of them referred that this is one of their tasks, although they do not feel prepared for it yet. One denied the task as hers, justifying it by the fact of not being a specialist. We consider that the six supervisors expect for achieving this task counting on external factors different from those avail-able in the school practice, since they show themselves open for new knowledge. The speech of that supervisor who denied the task pointed to a non-incorporation of her performance in the inclusion process, maybe due to an excessive care, or to a clear negation of the different. However, it was evidenced that the school is the place where practice and theory meet each other in the professional continuous formation for teachers, supervisors, and other co-workers, in the search for educational quality for an effective school inclusion of students with special needs.

ASSUNTO(S)

coordenador pedagógico formação docente inclusion ensino-aprendizagem teacher training inclusão educational supervisor

ACESSO AO ARTIGO

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