Desafios e possibilidades da articulação pedagógica em educação especial

Abstract

The present study aims to understand how school management contributes to the pedagogical articulation between regular teaching and Special Education in municipal public schools in Santa Maria/RS. A research of mixed methods in which caracteristics of qualitative and quantitative approaches were gathered was carried out. This research counted on 42 participants, pedagogical coordinators and teachers in ten schools. As tools for the data production, two questionnaires with closed (based in Likert scale) and open questions at the same time. The analysis of the content proposed by Bardin (2011) was guideline for the analytical process, in which by reading and interpreting graphics generated by the tabulation of statistic data constituted two points of analysis: “school management” and “pedagogical articulation”. In addition to public politics, the main authors who contributed for structuring the theoretical framework and analysis were Lück (2006; 2009); Libâneo (2007); Honnef (2013); Capellini (2004) and Zanata (2004). As a result, the importance of the management (re)configuration of municipal schools to the built of spaces of collaboration and sharing of pedagogical practices was highlighted, as moments for pedagogical meetings are becoming more limited and non-formative. In addition to this, investing in the teachers training to (re)build a perspective of pedagogical articulation present in schools is important, as well as it can contribute to the built of a perception of Special Education area in broad way and not reduced to the individual care.