O trabalho docente articulado como concepção teórico-prática para a educação especial

Abstract

This study supports that the articulated work of teachers as theoretical-practical concept for the special education is essential for teaching and learning successful of the students with disability in the common scholar space. This study is motivated by academic and professional experiences that promoted the central issue of this research: what implications the articulated work of teachers brings to the development of the students with intellectual disability and for the individuals involved in a pedagogical activity ruled by this theoretical-practical conception? The articulated work of teachers as theoretical-practical conception for the special education originates in this doctoral thesis, which attempts by the achievement of the specialized educational service at multifunctional resources room and at classroom by the same special education teacher. Thus, the attendance ways of this area, in this different scholar spaces, are articulated among them, as consequence, they will be articulated with the common teaching, and they promote the development of the students with disability. The articulated work of teachers is based on the elaboration and evaluation of the disability students with individualized development plan, which is carried out by special education teachers with common class teachers. The articulated work of teachers is based on the educational policies, in special education studies, formation and teaching work, and also it has fundamentals the studies Marx (1844), Engels (1876), Vygotski (1930, 1995, 1997), Leontiev (1978), Freire (2002), Saviani (2003, 2013), Tardif (2002,2005). It is tied to an approach historic-cultural (VYGOTSKI, 1995, FREITAS, 2010) and it uses the research pedagogical intervention (DAMIANI, 2012, 2013). The investigation place was a school at city of Santa Maria, at state of Rio Grande do Sul. The groups that participated of the research are: two special education graduate students; nine teachers of the final years of the fundamental scholar level, whose teach for two students with intellectual disability; three teacher of directive team and the special education teacher of the school. The data collect used interviews, formative meeting, intervention documentation and an analytical quiz of the students with intellectual disabilities. The study shown that for an actuation marked out by the articulated work of teachers is necessary predisposition, communication with characteristic dialogic, commitment and discipline of all involved, of the special education area, common class and management of the school. Also, it was verified that the articulated work of teachers as theoretical-practical conception brought significant learning to all individuals that adopted this conception. The general aspects highlight as obstacles to consolidate the articulated work of teachers are: the lack of time for the pedagogical dialog, the lack of human resources, the lack of materials and infrastructure resources and the lack of discipline of the students. The data collected prove that the articulated work of teachers as theoretical-practical conception for the special education has positive implications for the students with intellectual disability, since, it was observed the improvement of features such as: undertanding and appropriation of the content, attention, dedication and performance in the activies, greater participation in these activies and improvement in the interaction with classmate. Therefore, it is known that is not easy obtain the articulated work of teachers as theoretical-practical conception of actuation in the special education, however, the research indicates to exist benefits to all involved, such as: students, teachers and directors of the school, as result this doctoral thesis was obtained.