Práticas pedagógicas em Educação Especial: configurações possíveis

Abstract

This research had as objective to analise pedagogical pratices in special education in the context of school inclusion developed in the municipal school network of Santa Maria/RS, after tem years of implementation of the national Policy of education on the perspective os inclusive education. Developed in a qualitative approach, the research have as a production instrument of analitic material semi structured interviews, that were realized whit two special education teachers who act 40 hours at the same school. The intention of looking to the narrative of the teachers was be able to observe how they organize their work inside of the school context, which are the strategies and accessibility resources used, and how the politics reverberates on this configuration. As mainly results it’s possible to highlight the existence of ways of organization in common between both teachers, that are effectived in consonance with the Policy orientations, where can be pointed the use of accessibility resources to eliminate barriers for the full participations of the students; the special education attendance, as main service of special education; and the attempt of articulation between special education teachers and of the common education. Beyond this, are highlighted ways of private organization in which teaching institute, that sometimes don’t articulate with the Policy orientation. In this perspective, it’s possible to highlight thtat at tem years of implementation, the Policy prints huge influence on the organization of pedagogical practices in Special Education, but it will depends on how the school can organize itself to answer the predicted orientations.