Construção colaborativa de indicadores para políticas de educação especial e inclusiva em um Município do Interior Paulista

Abstract

This thesis is linked to the research line "Public Policies in Education, Formative Processes and Diversity" of the Postgraduate Program in Education at the University of Western Paulista (UNOESTE), Presidente Prudente Campus, São Paulo state (SP). This thesis was defended demonstrating the need to raise guidelines for the training of undergraduate students in Pedagogy courses, teachers who work with Students with Special Educational Needs (SEE). The objective of this thesis was to analyze what changes or interventions are necessary in the educational policies and guidelines that structure initial teacher training courses in pedagogy, based on a student and teacher training process that works in Special Education Services (AEE), focusing on early childhood education and the initial grades of elementary school in a municipality in the interior of São Paulo state, located in the Northwest of the state, according to the CCS approach. The work is organized in a multi-paper format. The research approach is qualitative, based on an explanatory and instrumental case study, comprising several studies that corroborate the formative process experienced. In the first study, the theoretical and practical deficiencies that regular education teachers face when working with students with special educational needs (SEN) were examined, as well as the techniques adopted to mitigate these difficulties. The research adopted an analytical and interpretative approach, using documentary and bibliographic analysis. The second study aimed to analyze public policies and the National Curriculum Guidelines for undergraduate courses in pedagogy, focusing on initiatives aimed at the initial and continuing training of educators. This analysis sought to understand how these actions are articulated and consolidated to develop teaching competencies that favor the construction of a democratic and inclusive society. For this, the methodology of systematic literature review was employed, in addition to reports from students of the pedagogy course in a city in the interior of São Paulo, located in the western region of the state. Study three highlighted the relevance and advancement of scientific research related to teacher training processes, educational policy administrators, international issues, and interculturality focused on inclusion. The approach used for this investigation was a literature review. In the fourth study, the objective was to understand the organizational environment related to public policies and the National and State of São Paulo Curriculum Guidelines, regarding initial teacher training. This analysis focused on the dialogue between three Higher Education Institutions (HEIs) in a city in the northwest of São Paulo state, using document analysis and a literature review. In the fifth study, the objective was to recognize the fundamental principles that guide the improvement of the documents of the Municipal Education Department (SME) of a city in the northwest of São Paulo state and the Curriculum Guidelines related to internships in Pedagogy courses, through a formative process, the aim is to enrich initial and ongoing training for the inclusion of students with special educational needs (EPAEE) in regular classrooms, with the support of special education. The sixth study aimed to analyze interconnected scientific studies referencing the thesis, resulting in proposals and suggestions for improvements that promote the development of more confident and proficient teaching practices with EPAEE, in accordance with public educational policies regarding inclusive education, as per their attributions and guidelines. As a result, the research reveals that, after a collaborative intervention analysis, it is necessary to revise the policies of initial and continuing teacher training processes. This implies the implementation of public policy programs, such as the curricularization of extension activities, teaching residencies, and the Institutional Program for Scientific Initiation Scholarships (PIBIC), in the Curricular Projects of Higher Education Institutions, especially in undergraduate courses. Furthermore, it is fundamental that this proposal be integrated into local training policies, taking into account the social context and reducing the gap between theory and educational practice. In this way, future educators can obtain professional qualifications that contribute to improving the quality of teaching and learning.