Politicas públicas de inclusão: práticas em uma escola do municipio de Santa Maria - RS

Abstract

The course conclusion work focused on public inclusion policies. This work aims to analyze how public inclusion policies are considered in pedagogical practices during the supervised internship at a municipal school in the municipality of Santa Maria, RS. It has as specific objectives: to relate the practices of Supervised Internship in cognitive deficit, in the Special Education course, with the legal norms that guide the actions in the school context; and to analyze the relations of the public policies of inclusion in the school context, considering the normative documents of the School. For the accomplishment of the work, the studies of Aranha (2001), Mazzotta (1996), Mendes (1995), among other authors were used. The research has a qualitative approach of the case study type based on the theoretical Triviños (1987). It is concluded that through collaborative teaching, which is a joint teaching, in which the common class educator and the special educator work together, planning and developing strategies to attend the class, considering means that work the specificities and potentialities of the students, so that it stimulates and encourages the included subject to perform all the activities together with his class, it was possible to analyze some positive experiences, about the inclusion that actually happened, since, besides having access for the physically disabled, there is concern about the learning of students with special educational needs, who are attended in the multifunctional resource room and conducted the mediations both in the resource room and in the common room. One of the weaknesses that was observed was that the special educator attends only the morning shift, having to remove some students from the classroom, causing them to lose content studied in the classroom.