Percepção do segundo professor de turma

Limites E Contribuições No Processo De Aprendizagem Dos Estudantes Com Deficiência

Bibliographic Data

ID3949544
AuthorsRosilei Gugel Ficagna (Community University of Chapecó Region - Unochapecó), Tania Mara Zancanaro Pieczkowski (0000-0002-5257-7747, Community University of Chapecó Region - Unochapecó)
Year2019
Volume14
Issue2
Pages507-526
Publication date2019-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePraxis Educativa (JOURNAL)
Journal identifiersISSN: 1809-4031 • E-ISSN: 1809-4309
PublisherUniversidade Estadual de Ponta Grossa (UEPG) (PUBLISHER)
DOI10.5212/praxeduc.v.14n2.006
OpenAlexW2923816263
LanguagePT
References cited1

The Special Education Policy of Santa Catarina provides the performance of the assistant teacher as a possibility of inclusion of students with disabilities. This article aims to analyze how this professional perceives his/her limits and contributions in the learning process of students with disabilities in regular classes of elementary schools within the scope of Regional Education Management (GERED) of the Regional Development Agency (ADR) of Palmitos (SC). The methodological procedures were narrative interviews with eight assistant teachers, from eight municipalities. The empirical materialities were organized into thematic groupings and examined from the perspective of discourse analysis. The research shows the limits and possibilities, as also as the duties of the assistants need to be more explicit for these professionals, for the school teaching body and for the school and state policies of special education administrators. Keywords: Special Education Policies in Santa Catarina. Assistant teacher. Inclusion

Humanities · Pedagogy · Social science · Sociology · Special education · Academic Research in Diverse Fields · Education and Digital Technologies · Education Pedagogy and Practices · Psychology · Social Psychology

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