Possibilidades de interlocução da coordenação pedagógica com o professor de educação especial na organização e desenvolvimento do trabalho docente

Abstract

This text reports a research developed under the Postgraduate Program in Public Politics and Educational Management, of the Education Center of the Federal University of Santa Maria (PPPG / CE / UFSM). The investigation was developed in the context of a primary education public school of the state school system, in Santa Maria / RS, with the objective of identifying the conditioning factors for the interlocution of the pedagogical coordination and the special education teacher in the organization and development of the teaching work to overcome the difficulties related to the teaching and learning process, from the perspective of inclusive education. For this, we proposed to answer the following research problem: “What possibilities are identified for the participation of the special education teacher in the organization and development of teaching work? To answer this central research problem, we unfold it in four minor questions: (1) How does the management of pedagogical work take place in the early years of basic education from an inclusive perspective? (2) How are the pedagogical work organized and developed by teachers in the early years of elementary school, to deal with the difficulties present in the teaching and learning process of inclusive education students? (3) How is the special education teacher's work characterized in the early years of elementary school, from an inclusive perspective? (4) What elements need to be considered in a pedagogical work management proposal to deal, in a collaborative way, with the difficulties in the teaching and learning process of inclusive education students in the early years of elementary school? The sources of information were the teachers of the early years of elementary school, pedagogical coordinator and special education teacher, with whom we conducted individual semi-structured interviews. The data analysis, conducted through grounded theory methods, enabled us to identify a lack of clarity about the purpose and target of inclusive education; weakness in dialogue between the teachers of the early years, pedagogical coordinator and special education teacher; lack of knowledge of the work performed by each one of them; lack of moments for the elaboration of plans and collective actions; lack of time for a large demand for assignments; and lack of a team of interdisciplinary professionals to think about the pedagogical. Faced with that, we identified a set of possibilities for the contribution of the special education teacher in the organization and development of teaching work, such as creating spaces for articulation between teachers, building a closer relationship with teachers, acting more closely with teachers. learning issues in general, mediating understanding of inclusive education and learning, and developing continuing education.