CONTINUING TRAINING PROCESSES IN SPECIAL EDUCATION: THE CONTRIBUTIONS OF THE SCHOOL MANAGEMENT TEAM OF A MUNICIPAL EDUCATION UNIT IN VILA VELHA/ES
Name: JULIANA SOUSA ELIAS
Publication date: 29/05/2025
Examining board:
Name |
Role |
|---|---|
| ALEXANDRO BRAGA VIEIRA | Presidente |
| FABIANE ROMANO DE SOUZA BRIDI | Examinador Externo |
| KEZIA RODRIGUES NUNES | Examinador Interno |
Summary: This dissertation aims to coordinate, whith the school management team, continuing education processes to strengthen the inclusion of students supported by Special Education in the pedagogical work of a public school in the Municipal Education Network of Vila Velha/ES, Brazil. The specific objectives are: a) to analyze the Special Education policy of the Municipal Education Network of Vila Velha/ES in order to understand the political-pedagogical guidelines aimed at the inclusion of students supported by this teaching modality in mainstream schools; b) to reflect on the management of the inclusion processes of these students in the school under study and to identify themes that teachers consider important to deepen during continuing education sessions; c) to mediate, together with the school management team, formative processes based on the topics raised by teachers, aiming at theoretical-practical deepening and the search for new/alternative possibilities for pedagogical work, through the action-reflection-action processes triggered by in-context training; d) to elaborate, as an educational product, a material that systematizes the continuing education process coordinated by the school management team. The theoretical ground is based on the Sociology of Knowledge by Boaventura de Sousa Santos, the theoretical perspective of school administration by Victor Henrique Paro, and authors who produce knowledge in the fields of teacher education and Special Education. The methodology used is qualitative research, through a collaborative- critical action research approach, aiming to build formative processes with the school management team in order to promote the inclusion of students supported by Special Education. The data collection procedures include: a) requesting authorization from the Municipal Department of Education and the school to conduct the research; b) documentary analysis of the municipality’s educational policy to understand the guidelines for Special Education; c) observation of the school’s daily routine; d) application of a questionnaire to understand how the inclusion processes have been managed and which issues professionals identify as important for in-context continuing education; e) facilitation of continuing education sessions. The study was carried out in an elementary school located in Vila Velha, involving the school management team, mainstream teachers, and Special Education teachers. As a result, the study evidenced the contributions of the school management team in the systematization of Special Education policies grounded in the concrete reality of the investigated school. It also highlighted the need for this team to adopt a sensitive listening approach to the demands of the teaching staff in order to build support networks for the inclusion of students with disabilities, autism spectrum disorders, and those with high abilities/giftedness. This sensitive listening guided the planning of continuing education actions, fostering theoretical and practical deepening on issues that challenge pedagogical practices, such as: literacy processes, assessment, and the articulation between mainstream and special education through collaborative work.
