O trabalho das professoras de educação especial na educação profissional e tecnológica

Abstract

This study has been developed by the Post Graduation Program in Professional and Technological Education (PPGEPT) in the context of the Politics and Professional and Technological Management research line. This construct reverberates the reflections between the research groups TransformAção – Study and Research Group on Public Policies and Pedagogical Work in Professional Education, and the Study and Research Group on Special Education and Intellectual Disability (GEPEEDI). It stems from the problematization: what is and how is the work of Special Education teachers in Professional and Technological Education defined (EPT)? The general objective is to analyze what is and how the work of Special Education teachers in Professional and Technological Education is being defined. The specific objectives are: to correlate the Public Policies on inclusion and Professional and Technological Education; to trace the history of the formation of Special Education teachers and the articulation with the Professional and Technological Education; to get to know the Special Education teachers involved in the Professional and Technological Education in the Federal Institutes of Rio Grande do Sul state (RS); to understand the work of Special Education teachers in the Professional and Technological Education field of a Federal Institute of Rio Grande do Sul. This is a study with a qualitative approach, whose data was produced through documentary research, descriptive analysis of previous studies, and from a questionnaire on Google Forms, and interviews. The research subjects were the Special Education teachers who work in the Professional Education of the Federal Institutes of Rio Grande do Sul. The interlocutors are seven professors graduated in Special Education from the Federal University of Santa Maria (UFSM). In an interval of 15 years, they have all continued with their studies and postgraduation. Data analysis was based on Content Analysis (BARDIN, 2011). Three categories were predefined and have permeated the entire study: Initial Training, Professional and Technological Education, and Work. As the results of the research, it is perceived that there are several factors yet to be encouraged by intertwining the context and the public policies from the analysis of the three categories defined a priori, although it is possible to observe a growth and appreciation of the inclusion in EPT and of the Special Education teacher in EPT. With this research, the debates on the interface Special Education and Technological Education and Special Education were expanded and so was the visibility of the work and the challenges of the Special Education teacher. The articulations were also highlighted as a way to incentive the pedagogical and formative work of teachers of all areas, and to guarantee education with qualified professionals to the students with disabilities in the contexts of the EPT; and in the perspective of an access, permanence and success policy in their schooling and professionalization. Therefore, it is necessary to expand studies on the work and pedagogical work of the Special Education teacher so that the inclusion policy is effected and expanded in the Professional Education Network.