Políticas públicas educacionais: o trabalho colaborativo e suas contribuições para o atendimento educacional especializado na rede municipal de Uruguaiana/RS

Abstract

The National Policy on Special Education, from the perspective of Inclusive Education, aims to guarantee access, permanence and quality in Special Education, a transversal modality that permeates all levels of Basic Education. Special Education targets students with disabilities, pervasive developmental disorders and high abilities/giftedness. The school must include cases that imply specific disorders and deficiencies of students not awarded, ensuring an inclusive education that works in conjunction with regular education. For this articulation to be effective, the school must institutionalize the Specialized Educational Service,which aims to provide access to inclusion policies. In this context, the problem of this research sought to understand how to operationalize, from systematized procedures, the collaborative work between teachers of Specialized Educational Assistance and teachers of the regular classroom. By investigating the pedagogical practices of teachers from three public schools in the city of Uruguaiana (RS), the research studied strategies on how to build a course of procedures to enable collaborative work with a view to defining actions for efficiency and organization. teachers in the school space, where public policy is implemented. Thus, the main objective was to propose a prescriptive solution to carry out the collaborative work between the teachers of the Specialized Educational Assistance and the teachers of the regular teaching room of the Elementary School of the public network. In methodological terms, the research was based on design science research to propose an artifact. For that, the problem class formulation steps were developed; identification of existing artifacts; proposition and development of an artifact; assessment and explanation of learning. As a result, the study offers a method, as a type of design science research artifact, composed of six systematized steps, which aim to serve as a guide for conducting collaborative work. By seeking to systematize pedagogical practice in the form of collaborative work, the research responds to legislation that indicates collaborative action, but does not define its conditions. Thus, the research exercised the creation of a solution for the collaborative action to be effective in the practice of Specialized Educational Assistance, contributing to the effectiveness of this public policy from the proposed method. Finally, it contributes to the municipal public school system, with the method delivered as a practical conclusion of the research. It is expected to be a bridge for education professionals from the perspective of inclusive education, becoming support material, as it encompasses elements of pedagogical theory and practice.