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...

ver descrição completa

Detalhes bibliográficos
Autores: Nazário, Anderson Josué, Cordeiro, Aliciene Fusca Machado, Pereira, Beatrícia da Silva Rossini
Formato: artículo
Estado:Versión publicada
Fecha de publicación:2023
País:Brasil
Recursos:Universidade Federal de Santa Catarina (UFSC)
Repositorio:Perspectiva (Florianópolis. Online)
Idioma:portugués
OAI Identifier:oai:periodicos.ufsc.br:article/94320
Acesso em linha:https://periodicos.ufsc.br/index.php/perspectiva/article/view/94320
Access Level:acceso abierto
Palavra-chave:Special education
Inclusive education
Supportive professional
Educación especial
Educación inclusiva
Profesional de soporte
Educação especial
Educação inclusiva
Profissional de apoio
id BR_ce8d210ef6baabbdbd32a30b7db58c42
oai_identifier_str oai:periodicos.ufsc.br:article/94320
network_acronym_str BR
network_name_str Brasil
repository_id_str
dc.title.none.fl_str_mv 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
Como los profesionales de apoyo de la red de educación privada de Joinville/SC comprenden sus atribuciones referentes al atendimiento a los alumnos público objetivo de la educación especial
Como os profissionais de apoio da rede privada de ensino de Joinville/SC compreendem suas atribuições no atendimento aos alunos público-alvo da educação especial
title 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
spellingShingle 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
Nazário, Anderson Josué
Special education
Inclusive education
Supportive professional
Educación especial
Educación inclusiva
Profesional de soporte
Educação especial
Educação inclusiva
Profissional de apoio
title_short 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
title_full 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
title_fullStr 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
title_full_unstemmed 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
title_sort 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
dc.creator.none.fl_str_mv Nazário, Anderson Josué
Cordeiro, Aliciene Fusca Machado
Pereira, Beatrícia da Silva Rossini
author Nazário, Anderson Josué
author_facet Nazário, Anderson Josué
Cordeiro, Aliciene Fusca Machado
Pereira, Beatrícia da Silva Rossini
author_role author
author2 Cordeiro, Aliciene Fusca Machado
Pereira, Beatrícia da Silva Rossini
author2_role author
author
dc.subject.por.fl_str_mv Special education
Inclusive education
Supportive professional
Educación especial
Educación inclusiva
Profesional de soporte
Educação especial
Educação inclusiva
Profissional de apoio
topic Special education
Inclusive education
Supportive professional
Educación especial
Educación inclusiva
Profesional de soporte
Educação especial
Educação inclusiva
Profissional de apoio
description 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.
publishDate 2023
dc.date.none.fl_str_mv 2023-09-21
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/perspectiva/article/view/94320
10.5007/2175-795X.2023.e94320
url https://periodicos.ufsc.br/index.php/perspectiva/article/view/94320
identifier_str_mv 10.5007/2175-795X.2023.e94320
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/perspectiva/article/view/94320/54297
https://periodicos.ufsc.br/index.php/perspectiva/article/view/94320/59678
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/xml
dc.publisher.none.fl_str_mv Universidade Federal de Santa Catarina
publisher.none.fl_str_mv Universidade Federal de Santa Catarina
dc.source.none.fl_str_mv Perspectiva; Bd. 41 Nr. 4 (2023): Dossier Schulungsräume für Sprachlehrer; 1-21
Perspectiva; Vol. 41 No. 4 (2023): Dossier Training spaces for language teachers; 1-21
Perspectiva; Vol. 41 Núm. 4 (2023): Monográfico Espacios de formación para profesores de idiomas; 1-21
Perspectiva; Vol. 41 No 4 (2023): Dossier Espaces de formation pour professeurs de langues; 1-21
Perspectiva; V. 41 N. 4 (2023): Dossier Spazi di formazione per insegnanti di lingue; 1-21
Perspectiva; v. 41 n. 4 (2023): Dossiê Espaços de formação para professores de línguas; 1-21
2175-795X
0102-5473
reponame:Perspectiva (Florianópolis. Online)
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Perspectiva (Florianópolis. Online)
collection Perspectiva (Florianópolis. Online)
repository.name.fl_str_mv Perspectiva (Florianópolis. Online) - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv perspectiva@contato.ufsc.br || portaldeperiodicos.bu@contato.ufsc.br
_version_ 1853664315080441856
spelling How the supportive professionals from private education network of Joinville/SC understand their attributions regarding the assistance of students who are target of special educationComo los profesionales de apoyo de la red de educación privada de Joinville/SC comprenden sus atribuciones referentes al atendimiento a los alumnos público objetivo de la educación especialComo os profissionais de apoio da rede privada de ensino de Joinville/SC compreendem suas atribuições no atendimento aos alunos público-alvo da educação especialSpecial educationInclusive educationSupportive professionalEducación especialEducación inclusivaProfesional de soporteEducação especialEducação inclusivaProfissional de apoioBrazilian 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.La educación brasileña cuenta con documentos legales y orientadores que buscan implementar el acceso, la permanencia, la participación y el aprendizaje de los estudiantes público de la educación especial en clases regulares de aprendizaje, organizando recursos de accesibilidad capaces de eliminar los obstáculos presentes en el espacio escolar. Entre los profesionales, están los profesionales de apoyo, que atenden los alumnos cuando hay necesidades de alimentación, higiene y locomoción. El presente estudio tuve como objetivo analizar como los profesionales de apoyo de la red privada de Joinville, SC, Brasil, comprenden sus atribuciones referentes al atendimiento a los alumnos público de la educación especial. Se utilizó el abordaje cualitativo, y una entrevista semi-estructurada fue realizada con cinco profesionales de apoyo que actuaban en diferentes escuelas privadas. Los datos encontrados en las entrevistas fueron analizados con base en la metodología de análisis de contenido (Bardin, 2016). Los resultados obtenidos apuntaran para contextos en que la estructura organizacional de la escuela no contribuya para la comprehensión de los profesionales sobre sus atribuciones, lo que llevó, en algunos casos, a solicitar apoyo teórico y metodológico a profesionales ajenos a las instituciones. Los profesores del aula regular demostraron concepciones biologizantes sobre la discapacidad y las condiciones de trabajo, que los alejaron del público de estudiantes de educación especial, lo que llevó a los profesionales de apoyo a responsabilizarse de la enseñanza a esos estudiantes.A educação brasileira tem documentos legais e orientativos que buscam efetivar o acesso, permanência, participação e aprendizagem dos estudantes público-alvo da educação especial em turmas do ensino regular; são documentos que organizam recursos de acessibilidade capazes de eliminar possíveis barreiras presentes no espaço escolar. Dentre os profissionais que dão suporte, estão os profissionais de apoio, que atendem os alunos com necessidades de alimentação, higiene e locomoção. O presente estudo teve como objetivo analisar como os profissionais de apoio da rede privada de Joinville (SC) compreendem suas atribuições no atendimento aos alunos público-alvo da educação especial. Utilizou-se a abordagem qualitativa, com entrevista semiestruturada com cinco profissionais de apoio atuantes em diferentes escolas da rede privada. Foram analisados dados encontrados nas entrevistas a partir da metodologia de análise de conteúdo (Bardin, 2016). Os resultados obtidos apontaram para contextos nos quais a estrutura organizativa da escola não contribuía à compreensão das profissionais sobre suas atribuições, o que levava, em alguns casos, que fosse solicitado suporte teórico e metodológico de profissionais externos às instituições. Os professores da sala regular demonstraram concepções biologizantes de deficiência e condições de trabalho, que os distanciavam dos alunos público-alvo da educação especial, o que levou as profissionais de apoio à responsabilização pelo ensino desses alunos.Universidade Federal de Santa Catarina2023-09-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://periodicos.ufsc.br/index.php/perspectiva/article/view/9432010.5007/2175-795X.2023.e94320Perspectiva; Bd. 41 Nr. 4 (2023): Dossier Schulungsräume für Sprachlehrer; 1-21Perspectiva; Vol. 41 No. 4 (2023): Dossier Training spaces for language teachers; 1-21Perspectiva; Vol. 41 Núm. 4 (2023): Monográfico Espacios de formación para profesores de idiomas; 1-21Perspectiva; Vol. 41 No 4 (2023): Dossier Espaces de formation pour professeurs de langues; 1-21Perspectiva; V. 41 N. 4 (2023): Dossier Spazi di formazione per insegnanti di lingue; 1-21Perspectiva; v. 41 n. 4 (2023): Dossiê Espaços de formação para professores de línguas; 1-212175-795X0102-5473reponame:Perspectiva (Florianópolis. Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/perspectiva/article/view/94320/54297https://periodicos.ufsc.br/index.php/perspectiva/article/view/94320/59678Copyright (c) 2023 Anderson Josué Nazário, Aliciene Fusca Machado Cordeiro, Beatrícia da Silva Rossini Pereirainfo:eu-repo/semantics/openAccessNazário, Anderson JosuéCordeiro, Aliciene Fusca Machado Pereira, Beatrícia da Silva Rossini2025-04-22T17:22:12Zoai:periodicos.ufsc.br:article/94320Revistahttps://periodicos.ufsc.br/index.php/perspectiva/indexPUBhttps://periodicos.ufsc.br/index.php/perspectiva/oaiperspectiva@contato.ufsc.br || portaldeperiodicos.bu@contato.ufsc.br2175-795X0102-5473opendoar:2025-04-22T17:22:12Perspectiva (Florianópolis. Online) - Universidade Federal de Santa Catarina (UFSC)false
score 15.228081

Registos relacionados