Preprint / Version 1

PEDAGOGICAL COORDINATION: ACTIONS WITH TEACHERS FOR INCLUSION

##article.authors##

DOI:

https://doi.org/10.1590/SciELOPreprints.2704

Keywords:

Pedagogical Coordinator, Teachers, Inclusion

Abstract

This research aims to discuss the actions developed by Pedagogical Coordinators together with teachers for the inclusion of students considered as a target audience of Special Education. Data were collected in four state schools in Ponta Grossa-PR through questionnaires sent to Pedagogical Coordinators and teachers, as well as observations of the Pedagogical Coordination practice. Through a qualitative approach, based on content analysis, a category called Pedagogical Coordination actions with teachers was built. From this category, four subcategories were organized that allowed us to identify which actions carried out by the researched Coordinators referred to the work together with the professors for the planning, discussion of practices and objectives; guidelines on inclusion; guidance on adaptations and flexibility for the students of Special Education and promotion of continuing education for teachers in the school environment. It was concluded that having actions in the school does not imply that these are inclusive, as the construction and implementation of inclusion require continuous efforts that do not depend only on the Pedagogical Coordination or on the group of teachers, but on a comprehensive collective of those involved. However, the existing actions are considered relevant, as they express the real movements that the Coordinators develop with the teachers so that the school demonstrates that it is not indifferent to inclusion, even though there is a need for more purposeful actions.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biographies

Gabriela Chem de Souza Rosário, Unicesumar

Mestre em educação pela Universidade Estadual de Ponta Grossa (2020).Especialista em Atendimento Educacional Especializado pela Unicesumar (2014), Especialista em Gestão Educacional: Organização Escolar e Trabalho Pedagógico pela UEPG (2019) e Graduada em pedagogia pela mesma instituição (2013). Pesquisa a área de educação, inclusão educacional e gestão escolar. Atualmente é Docente no curso de Pedagogia na Unicesumar Ponta Grossa.

Silma de Oliveira Gomes Papi, Universidade Estadual de Ponta Grossa

Doutora em Educação pela Pontifícia Universidade Católica do Paraná (2011). Mestre em Educação pela Universidade Estadual de Ponta Grossa (2004). Especialista em Educação Especial e Licenciada em Pedagogia pela mesma instituição. Atualmente é Professora Associada da Universidade Estadual de Ponta Grossa - Departamento de Educação, com atuação no PPGE/UEPG. Tem experiência na área de Educação, com ênfase em Formação Inicial e Continuada de Professores, atuando principalmente nos seguintes temas: formação de professores, profissional professor, professor iniciante, desenvolvimento profissional, profissionalização docente, educação inclusiva e educação especial.

Posted

08/02/2021

How to Cite

Rosário, G. C. de S., & Papi, S. de O. G. (2021). PEDAGOGICAL COORDINATION: ACTIONS WITH TEACHERS FOR INCLUSION. In SciELO Preprints. https://doi.org/10.1590/SciELOPreprints.2704

Section

Human Sciences

Plaudit

Metrics