Configurações dos serviços de apoio na classe comum nas redes municipais de ensino da região da Grande Dourados

Abstract

In Brazil, federal educational policies have favored specialized educational service (SES) at multifunctional resource room (MRR) space to support the school inclusion with special educational needs (SEN) students. However, this type of extra-class service has been shown to be insufficient to meet the diversity of specific conditions of these students, as well as the different educational contexts, revealing the need to provide support systems in regular classrooms, which, because of not being focus of the national special education policy, have resulted in different interpretations by the education networks. Thus, this research had as its general objective to analyze the configurations of the support services system in regular classroom in the region of Grande Dourados, based on the political (re)interpretations of the municipal education networks. As specific objectives, the following were defined: to contextualize the arenas of influences of special education policy and the discourse of school inclusion; to describe the textual production in Brazil, in the state of Mato Grosso do Sul and in the municipalities of Grande Dourados region for the SETA, starting with the Federal Constitution of 1988, highlighting the configurations of support services in the regular classroom contained in the political-normative documents; to describe, analyze and problematize support services in regular classroom in the region of Grande Dourados, based on the professional profile, elected-audience for the service and the attributions conferred; to analyze the (re)interpretations of the performance of support service professionals in regular classroom performed in the region of Grande Dourados during the initial period of the Covid19 pandemic. The theoretical-methodological perspective was based on the Policy Cycle Approach, proposed by Stephen Ball and collaborators, and, for some analyzes, it sought to approach the theorizations of Foucault's studies. The investigative paths followed a qualitative bias, using documentary research - in political-normative documents and microdata of the School Census - and survey - through semi-structured interviews with 12 managers of municipal education networks in the region of Grande Dourados. The results of the support service system in regular classroom in the municipal education networks of Grande Dourados region were grouped and analyzed through four thematic axes, namely: professional profile; elected-audience for the service; attributions conferred to professionals, and; performance of support service professionals in regular classroom in the New Coronavirus pandemic context. From these axes, some questions and problematizations were raised about the support services in the regular classroom performed by the municipal education networks in the region of Grande Dourados, among which the following stand out: a) the support configurations found were: teacher specialist, trainee, monitor, child development assistant, teaching assistant and school support professional; b) it was noted that the choice of the target audience for the supports was, to a large extent, guided by the medical model of disability; c) most services were expected to have a pedagogical performance, even when these professionals did not even have a first degree; d) the pandemic context showed pre-existing inequalities, especially in contexts of small municipalities, eminently rural. The research pointed out that the federal MRR proposal has been shown to be insufficient and that ignoring the presence and frequency of the diverse creative processes of supports in regular classroom can give rise to the precariousness of specialized services, considering the contextual factors that imply in the interpretations of systematic support.