O serviço de tutoria nas escolas municipais de Bagé: uma análise sobre a atuação do tutor

Abstract

This study composes the final work of the undergraduation developed in the last semester of the Languages Portuguese and respective Literatures course, offered by Universidade Federal do Pampa, in Bagé. This research aims to investigate what are the aspects that favor and what are the aspects that hinder the work of the tutor of students that have special educational needs in municipal public schools in Bagé. In this sense, it was elaborated a qualitative research, that had three tutors that act in three different municipal public schools in Bagé for more than one year as subjects. The obtained results showed that among the positive aspects, the most prominent ones are the academic background of the tutors and the knowledge by themselves about the importance and relevance of this service for the inclusion of students that have special educational needs. Besides, another aspect is the commitment of the management team of the school and the special educational services teachers, the teacher of the regular classroom and the school community in general. Regarding the aspects that hinder the tutor work, there is the difficulty in developing their work integrated with the teacher's regular classroom, the decontextualized planning of materials for students that have special educational needs, the inadequate curriculum adaptation and the complete allocation of liability for inclusion on the tutor, making the student that have special educational needs to create links only with the tutor. These are some elements that can help or hinder this service, according to the way it is defined and organized in the school. Therefore it is concluded that the tutor who has academic background, that includes studies related to inclusion, as well as the commitment of the school, makes the activities of the tutor easier. In this way, the tutoring service, although facing some difficulties, is a fundamental support service for the proposal of inclusive education to become effective.