Educação inclusiva e a conscientização em processo: a experiência da rede pública municipal de Uberlândia - M.G (1990-2017)

Abstract

The purpose of this thesis was to analyze the education, performance and surpasses of two hundred and seven professionals who work together with the Specialized Educational Assistance (Atendimento Educacional Especializado - A.E.E.) of municipal schools in Minas Gerais, Uberlandia. The time cut will be from 1990, by the representativeness of the advances in inclusive education since this decade. With regard to problematization, which motivated the study, the inclusive process, but in a relation between capital, society and the world of work, understanding that the contradictions found in these spheres, has a close connection with the theoretical-conceptual framework of Gramsci. In this way, the research method falls within the materialism-historical-dialectic, having problematization this education in the broader context, that is, thinking about the issue of inclusion was also part of the relation between capital and labor, that is, in the binomial: society and education. Therefore, the study proposal is associated with Inclusive Education, in view of its relationship with the State and its function, as mediator of the rise of capitalist relations, as well as its incisive action in the interferences of society and the educational process. Thus, in exercising such a role, it begins to influence the pedagogical work of the teacher and, in particular, the professional who works in the Specialized Educational Service. The methodological aspect mentioned was the Case Study. As a conclusion we can affirm that the research found that the continuing education offered to professionals of the Specialized Educational Assistance developed by the Nucleus of Support to Human Differences (NADH) has allowed them to understand that the resource room is not unlinked from the school context . Also, the subjects of our study claim that the inclusive process depends not only on better material conditions of work but also on the increase of a critical awareness of the work developed, and believe that the continuing education pedagogical meetings that take place during the year, enables them philosophically to refute the discourse of the capitalist system about the spectrum of ideal human being. Also, research has shown that continuing education enables them to analyze their pedagogical practices for a more political view of pedagogical work, allowing this knowledge and the way of transposing it into practice becomes inseparable from the political to the educational act. They defend that the dialogic work between students (with and without disabilities) in the common room facilitates the process of understanding the proposed activities and allows a collective work of cooperation among the students. The teacher of the Specialized Educational Assistance no longer considers himself a executor disconnected from social contradictions, but yes, a political being and inspector of a school that provides everyone with the right to knowledge and social interaction, respecting each human being as the only, because they believe to develop a non-alienating pedagogical work, having the right in their continuing education, of enjoy the knowledge constructed collectively and historically as part of a political process against hegemonic.