Gestão das práticas pedagógicas em educação especial: um olhar sobre a produção diagnóstica

Abstract

The present research had as objective to understand the effect of pedagogical practices management in Special Education concerning the processes of students’ diagnostic production through a data analysis of the School Census. The investigative approach was towards movements of students’ insertion and exclusion, as well as for the identification about how pedagogical practices management in Special Education organizes itself with other segments of school management for this process. The locus for this reseach was a municipal school in the city of Santa Maria, where, in the year 2013, was the second place among ten municipal schools with the highest number of students included in the category of Intellectual Disability. The methodology had a qualitative approach, where the main tool for data collection was from data of the School Census and from a semi structured interview with the school Special Education teacher. The analysis of the data happened in three moments which refer to the contextualization of retaken and present data; the pedagogical practices management in Special Education, including initial evaluation as the main tool for movements of insertion and exclusion of students in the School Census; and the reflection about the diagnostic production carried out from the initial evaluation and the data of the School Census. In order to think about the participation of different segments of school management, a discussion about the importance of the articulated work was organized, taking into account that the Special Education teacher is a manager. The contributions regarding school management came mainly from Lück (2005 and 2009) and Tezani (2009). Likewise, as theoretical contribution for the analysis discussions, Pellanda (2009) and Bridi (2012) were used. From the reflections which aroused while analyzing the data, it was possible to verify that the initial evaluation is a starting point for the process of diagnostic construction, as well as the insertion of students in the School Census and that it has a subjective and arbitrary characteristic, as it involves the paradigmatic constructions of each teacher. However, although it is a movement which has a particular view of this process, it is indispensable to think about the reflection of these practices in the scholar and social path of the students.