Educação Inclusiva: sentidos e efeitos da formação continuada em serviço no contexto da EJA em uma escola de periferia

Abstract

Even though had passed certain period of time since the emergence of the National Politic on Inclusive Education in the Inclusive Educational s Perspective (SEESP/MEC, 2008), the educational practices built in the daily life of brazilian schools still far from the guidelines contained in this political proposal. So much progress has been made in recent decades in terms of access to school education for students with disabilities. However, if hasn t basic cares with student s permanence in the school, several forms of school exclusion will have continuity. By this way, this research aims to investigate the meanings produced by the work of the educational and pedagogical guidance s team, within the scope of continuing education in service, and the effects of this work on the development of pedagogical practices from an inclusive perspective in the context of Youth and Adult Education, at a school in the Municipal Education Network of Duque de Caxias/RJ. For this goal, as a pedagogical advisor of this school, I designed with the team, an in service continuing education s propose. So, assuming the socio-historical perspective, we analyze the work that had been developed over three years, through minutes from class councils and study groups, complemented by the narrative of the memory of these events (BOSI, 1993; ABRAÃO, 2003). Posteriorly, for proposal s analysis of action and investigation, we used field journaling and audio recording. After the transcription s working and pre-analysis, it was listed categories of analysis which supported the construction of the data and analysis of the same. The data show that training per si contributed significantly to improve the development of strategies with disabled students, mainly due to the dialogical relationship established between theory and practice along the dynamics proposed in the meetings. Finally, we emphasize that talking about meanings and effects involves subjective conceptions; however, in this research, we rely on the theoretical-methodological framework adopted to achieve the defined goals.