Currículo funcional natural: propondo práticas pedagógicas no atendimento educacional especializado

Abstract

One of the biggest difficulties in performing pedogagic services for the students who are the target public for Special Education is the lack of knowledge and/or continued education of the specialized teacher. The individual who can undergo this demand is the student that presents complex necessities in oral communication, causing even more obstacles in the process of scholastic inclusion. The objective of this study is to describe and analyze the performance of Special Education teachers and their respective students with difficulties in oral communication by offering continued education in loco with philosophical-methodological prerequisites from the Natural Functional Curriculum (NFC). Continued education arose by means of collaborative consulting, in which it drew from the withdrawal experimental design as a methodological procedure. The participates of the study include: two Special Education Service (SES) teachers who worked in Multifunctional Resource Rooms (MRR) from the municipal teaching network of the state of Rio de Janeiro, their respective students with oral communication issues and a researcher who acted as an advisor. The research occurred in the respective SES teachers’ resource rooms, in two neighborhoods in the north zone of the city of Rio de Janeiro. Semi-structured interviews and filming were held of the continued education sessions and of the teachers’ performances with the students and used as data collection. The sessions were transcribed by development categories, based on the use of Alternative and Amplified Communication (AAC) and the NFC strategies. The results pointed to the larger use of AAC by the teachers as one more resource to aid in teaching, in addition to having been an effective communication proposal utilized by the non-verbal students. In respect to NFC, there was a creation of pedagogic activities geared towards the student, respecting their individualities and necessities. The relation between the participating students and teachers improved, in line with some categories such as responding to the teachers’ requests, decreasing inadequate behaviors and the interaction between the two categories. The importance of verifying effective practices based on scientific evidence is indispensable so the process of scholastic inclusion cannot be reduced only to access to education, but it must also guarantee learning.