As ações do atendimento pedagógico domiciliar na cidade de Santos: possibilidades e desafios
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Data
2018-08-10
Autores
Ganem, Leila de Souza [UNIFESP]
Orientadores
Silva, Carla Cilene Baptista da [UNIFESP]
Tipo
Dissertação de mestrado
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Resumo
A educação implica reflexão sobre sua importância e disponibilidade iminente para vivermos plenamente como pessoas e cidadãos envolvidos na sociedade. A educação inclusiva firma-se internacionalmente e na legislação brasileira como caminho para se garantir uma educação de qualidade para todos, resguardando a adoção de medidas que apoiam com eficiência a educação escolar em ambientes distintos aos dos espaços da escola, mas que podem elevar e otimizar o pleno desenvolvimento do aluno e a garantia do direito de continuar os estudos, mesmo que este ocorra em sua residência. Este estudo propõe a descrição e análise das possibilidades e dos desafios na atuação com estudantes inseridos no Atendimento Pedagógico Domiciliar, na cidade de Santos, de acordo com a visão dos professores. Para tanto, opta-se pela metodologia qualitativa com a realização de entrevista semiestruturada com professoras que trabalham neste contexto e a utilização de um roteiro de questões orientadoras que contemplasse aspectos relativos à Educação Inclusiva, as inter-relações existentes entre as áreas da saúde e da educação, as expectativas e percepções das possibilidades de aprendizagem das crianças inseridas neste atendimento. Participaram oito professoras do Atendimento Pedagógico Domiciliar, com experiência superior a um ano no serviço e que atuam com crianças e adolescentes com deficiência. As entrevistas foram transcritas na íntegra e agrupadas de acordo com núcleos temáticos. A análise dos dados permite a compreensão de significados, valores e atitudes que correspondem a processos da realidade. A literatura específica, documentos oficiais sobre Educação Inclusiva, Classes Hospitalares e Atendimento Pedagógico Domiciliar nortearam esta pesquisa e possibilitaram o amparo na legislação. Os resultados sinalizam ser imprescindível pensar na função e na (re)significação do papel do professor e da família neste processo. A pluralidade de saberes e a articulação educação e saúde despontam como fundamentais para uma construção coletiva que favoreça a atuação docente. Outro aspecto relevante foi a reflexão sobre a formação e a ressignificação do fazer docente no ambiente domiciliar, colaborando com a elaboração de propostas de ações mais eficazes na atuação com os alunos do Atendimento Pedagógico Domiciliar, assim como, na possibilidade de estender essa prática para outras situações no âmbito escolar e a garantia da efetiva escolarização fora dos <muros da escola= para outros municípios.
Education implies reflection on its imminent importance and availability to live fully as people and citizens involved in society. Inclusive education is established internationally and in Brazilian legislation as a way to guarantee a quality education for all, safeguarding the adoption of measures that effectively support school education in environments other than school spaces, but which can raise and optimize the full development of the student and the guarantee of the right to continue studies, even if this occurs in its residence. This study proposes the description and analysis of possibilities and challenges in the work with students enrolled in the Pedagogical Homebound in the city of Santos, according to the teachers' view. For that, the qualitative methodology was chosen, with accomplishment of a semi-structured interview with the teachers who work in this context and the use of a roadmap of guiding questions that includes aspects related to Inclusive Education, the existing interrelations between the areas of health and education, the expectations and perceptions of the learning possibilities of the children included in this service. Eight teachers from the Pedagogical Homebound, with more than one year’s experience in this service, who work with children and teenagers with disabilities, participated in this study. The interviews were fully transcribed and grouped according to thematic centers. The analysis of the data allows the understanding of meanings, values and attitudes that correspond to the processes of reality. Specific literature, official documents on Inclusive Education, Hospital Classes and Pedagogical Homebound guided this research and made possible the protection in the legislation. The results indicate that it is essential to think about the functions and (re)significance of the role of teacher and family in this process. The plurality of knowledge and the articulation between education and health emerge as fundamental for a collective construction that favors the teaching performance. Another relevant aspect was the reflection on the formation and (re)signification of the teaching profession in the home environment, collaborating with the elaboration of proposals of more effective actions in the work with the Pedagogical Homebound students, as well as, in the possibility of extending this practice to other situations in the school environment and the guarantee of effective schooling outside the "school walls" to other municipalities.
Education implies reflection on its imminent importance and availability to live fully as people and citizens involved in society. Inclusive education is established internationally and in Brazilian legislation as a way to guarantee a quality education for all, safeguarding the adoption of measures that effectively support school education in environments other than school spaces, but which can raise and optimize the full development of the student and the guarantee of the right to continue studies, even if this occurs in its residence. This study proposes the description and analysis of possibilities and challenges in the work with students enrolled in the Pedagogical Homebound in the city of Santos, according to the teachers' view. For that, the qualitative methodology was chosen, with accomplishment of a semi-structured interview with the teachers who work in this context and the use of a roadmap of guiding questions that includes aspects related to Inclusive Education, the existing interrelations between the areas of health and education, the expectations and perceptions of the learning possibilities of the children included in this service. Eight teachers from the Pedagogical Homebound, with more than one year’s experience in this service, who work with children and teenagers with disabilities, participated in this study. The interviews were fully transcribed and grouped according to thematic centers. The analysis of the data allows the understanding of meanings, values and attitudes that correspond to the processes of reality. Specific literature, official documents on Inclusive Education, Hospital Classes and Pedagogical Homebound guided this research and made possible the protection in the legislation. The results indicate that it is essential to think about the functions and (re)significance of the role of teacher and family in this process. The plurality of knowledge and the articulation between education and health emerge as fundamental for a collective construction that favors the teaching performance. Another relevant aspect was the reflection on the formation and (re)signification of the teaching profession in the home environment, collaborating with the elaboration of proposals of more effective actions in the work with the Pedagogical Homebound students, as well as, in the possibility of extending this practice to other situations in the school environment and the guarantee of effective schooling outside the "school walls" to other municipalities.
Descrição
Citação
GANEM, Leila de Souza. As ações do atendimento pedagógico domiciliar na cidade de Santos: possibilidades e desafios. 2018. 183 f. Dissertação (Mestrado em Ensino em Ciências da Saúde) - Instituto de Saúde e Sociedade, Universidade Federal de São Paulo, Santos, 2018.