Understanding teacher's expert about your role in special education service in the context inclusive education

Abstract

The training of teachers to Educational Service Specialists - ESA, in view of inclusive education, has been targeted, most recently, of intense debate in the educational field. The practice of school segregation, subsidized by the paradigm of institutionalization, through the standardization efforts of people with disabilities, supported the paradigm of service until reaching the paradigm of inclusion, special education has gone through a course marked by important changes. The Educational Service Specialist - ESA, since the establishment of the National Special Education in the Perspective of Inclusive Education (BRAZIL, 2008), has set the scene for discussions about their conceptualization, implementation, and use at school. The reorganization of the educational system in the inclusive perspective should aim, therefore, to build an inclusive school that requires a teacher education that fosters critical discussion of pedagogical knowledge and action directed both the recognition of differences in the diversity of students, the educational needs determined by these differences and enable the development of pedagogical practices considering different ways of learning and teaching, contrary to the traditional school culture prevailed until then, historically selective and exclusive. Assisted by such ideas, this research aims to investigate the understanding of the specialist teacher, about his role in the ESA, held in the resource room in multifunctional school districts situated in the area of the Board of Education of Marilia / SP and its municipal education. This will use a previously prepared questionnaire of open and closed questions of alternatives that help analyze the data, through the development of themes and sub-axis, complemented by quantitative data.(AU)