Formação de professores para o atendimento educacional especializado em escolas indígenas

Abstract

In the context of teacher formation for elementary school education, the formation of teachers for the Specialized Educational Assistance (SEA) in Indigenous School Education becomes an innovative, instigating and complex theme. This study sought to critically evaluate the special education policy for the indigenous communities, the process of investigation and rethinking about social conditions, the cultural and school practices developed in which influence the pedagogic practice inside the SEA. The subjects studied were four teachers (indigenous and non indigenous) working as SEA in indigenous schools, located in the city of Dourados, MS, BR. Thus, the general aim was to develop a join program of continuing education (investigator and teachers) to investigate pedagogical actions in the Multifunctional Resources Classroom (MRC) and to analyze the impasses, the obstacles and the challenges of the SEA and the inclusion issues in the schools. The specific aims were: to investigate with indigenous and non-indigenous teachers the educational profile, their needs and priority issues for a collaborative education; to analyze successful aspects, the obstacles and challenges to the provision of SEA; to discuss and consider the strategies of intervention and pedagogical action of the MRC; to stimulate the formation of a support network for the inclusion of indigenous students with disabilities in regular teaching. This study was developed by means of a collaborative research, proactive observation, based on methodological theories of socioanthropology and with emphasis in Cultural Studies. Two phases of work and fourteen meetings were set up: firstly a bibliographic review and a documentary study were undertaken; secondly a collective interview to survey the issues indicated by the teachers. It was also used a field diary to register the activities of the investigative trajectory and the semi structured interview with two teachers who could not take part in all meetings. The formative cycle discussed the following subjects: schooling of indigenous children with disabilities in the county of Grande Dourados; normative and pedagogical aspects of SEA; evaluation of specific needs; characterization and pedagogical practices for someone with intellectual disability; techniques for stimulating speech in someone with cerebral palsy; assistive technology and others. The information data from teaches and investigators were analyzed by means of triangulation research. This methodology allowed to grasp the critical and intersubjective interaction, as well the comparison and confrontation between the different knowledge and the literature data. The positive aspects in this educational formative process methodology are the co-production of knowledge, the use of investigative practice as a formation strategy, the professional development and the change in educative practices by means of shared study. The results showed that there is a need for initial and continuing formation for SEA teachers of indigenous schools, according to the principles of a differentiated school, specification, bi/multi language, community and intercultural-base. The SEA in those schools face several obstacles, such as: inadequate physical space; lack of didactic-pedagogical materials and resources in the Guarani language; lack of a Guarani sign language; difficulties in the evaluation of specific necessities and continuing formation not specific for the village context. The most emphasized factors by all participants were the continuing formation of the regular class teachers to attend specific needs in the classroom context, the understanding of the role of SEA and the development of articulation between SEA and Indigenous Schooling. Finally, to reach these challenges, the educational formation policies need to overcome the hegemonic practices and to transit among different interstitial spaces and knowledge frontiers. In consequence, these actions will support the (re)signification of the SEA in a political and intercultural perspective and to mobilize the participation and critical exercise of the teachers in their pedagogical practice.