How the supportive professionals from private education network of Joinville/SC understand their attributions regarding the assistance of students who are target of special education
Brazilian education has legal and guiding documents that seek to implement the access, permanence, participation, and learning of students that are the target of special education in regular teaching classes; they are documents that organize accessibility features able to eliminate the possible obst...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Federal de Santa Catarina (UFSC) |
| Repositorio: | Perspectiva (Florianópolis. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.ufsc.br:article/94320 |
| Acceso en línea: | https://periodicos.ufsc.br/index.php/perspectiva/article/view/94320 |
| Access Level: | acceso abierto |
| Palabra clave: | Special education Inclusive education Supportive professional Educación especial Educación inclusiva Profesional de soporte Educação especial Educação inclusiva Profissional de apoio |
| Sumario: | Brazilian education has legal and guiding documents that seek to implement the access, permanence, participation, and learning of students that are the target of special education in regular teaching classes; they are documents that organize accessibility features able to eliminate the possible obstacles present in the school space. Among the professionals, there are the supportive ones, who assist the students when it comes to nutrition, hygiene, and locomotion needs. This study aimed to analyze how the supportive professionals from the private network of Joinville, SC, Brazil, understand their attributions regarding the assistance of students who are the target of special education. The qualitative approach was used, and a semi-structured interview was conducted with five supportive professionals who worked in different private schools. Data found in the interviews were analyzed based on the content analysis methodology (Bardin, 2016). The obtained results pointed out contexts in which the organizational structure of the schools does not contribute to the professionals’ comprehension about their attributions, being necessary in some situations theoretical and methodological support from professionals from other institutions. The regular teachers have shown biologizing conceptions about disabilities and work conditions that make them distant from students target of special education, being the supportive professionals the responsible ones for their learning. |
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