Políticas de formação continuada de professores do Atendimento Educacional Especializado (AEE) em Quirinópolis-GO - 2017/2019

Abstract

This dissertation wore developed in the Graduate Program in Education of the Federal University of Uberlândia, research Line State, Policies and Management of Education. The object of the study was the Policies of Continuing Education of Teachers Educational Service Specialist (ESS), in Quirinópolis-Go from 2017 to 2019. It featured two courses, “Guidelines and Reflection of Pedagogical Practices in Inclusive Education (2017)” and "The new pedagogical practices in the Perspective of School Inclusion (2018)", with the objective of analyzing the implications/repercussions, in the perceptions/conceptions of teachers, graduates of this continuing education in relation to the ESS of public schools in the municipality. A research with a qualitative approach, basic nature, and exploratory objective and descriptive analytical procedures, with data analysis carried out in the light of Foucault's Discourse Analysis. As for the methodological procedures of data collection, semi-structured changes were used, with four teachers of ESS from different networks in the municipality, two from municipal schools (urban and rural), one from State School and one philanthropic and contracted, the Center of Education. Specialized Educational Service. For this, authors were used, who have and / or use different epistemological bases, but who agree with each other, and do not contradict Foucault, such as Lopes and Fabris (2017), Nóvoa (2000), Portugal and Chaigar (2015) Ball (2011), Silva (2010-2014), Veiga-Neto (2016), Machado (2009, Pagni (2019), the school’s political - pedagogical projects, Brail (1990-2019) and Foucault (1987, 2008, 2014). In all topics, we seek to go from the general context to the particular object, using the problem that served as the guiding thread of the research. Such issues conducted the research: according to the perceptions of the alumni, what were the implications/repercussions in their practice? Does courses participation modify pedagogical practice? If so, which aspects? According to your perceptions, as well as what assessment and indications do you make about the courses? The research has found that: a) there is a perspective of control and exception in the discursive practices of the research subjects, unfolding the orientations of the regulatory and oriented sectors of the State of Goiás; b) a restorative force of the segregation model wore noticed, and that the current legislation wore embedded in proposals of changes that did not occur and remained more in the imaginary of ESS teachers than in real school life that should be inclusive; c) however, if the cause is emptied, the regressions may be even bigger, which makes it essential to maintain the education courses under the perspective of problematization, maintaining also the fight for an autonomous education of subjects. Therefore, the verified perception assures that inclusion is necessary, as long as it is not for the normalization of the subject, but as a daily objective of analyzing one's own discourses referring to the pedagogical practice and teaching since the element of reality needs to be constantly improved and analyzed, upon encountering one another, purpose of an existence in relation to the practice.