The support network to inclusive education in Jataí-Go: limits and possibilities
DOI:
https://doi.org/10.36311/2358-8845.2019.v6n2.03.p31Keywords:
Inclusion Support Network, Inclusive education, Support professionalsAbstract
With base on the principles of inclusive education as education for all, we investigated the profile of support professionals from the Inclusion Support Network of state schools in Jataí-GO. The constituents of the support network answered a questionnaire with discursive questions about which conceptions underlie their work, as well as the daily reality of work. The data consulted showed a total of 60 students with disabilities and global developmental disabilities and 25 support professionals. Data were analyzed based on Content Analysis (BARDIN, 2004) and two main categories emerged: “Support Professional Role” and “Relations”. Overall, the categories showed an eclectic initial training of support professionals. LIBRAS interpreters presented a different characteristic from other professionals, which was the lack of continuing education offered by the state education network. In addition, support professionals also feel responsible for the students’ social life, as well as their communication in the classroom.
Recebido em: 12 de setembro de 2019
Modificado em: 06 de novembro de 2019
Aceito em: 13 de dezembro de 2019
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Qualis Capes (2017-2020)
Educação: B1