Crenças de autoeficácia dos professores de apoio pedagógico educacional

Abstract

This dissertation is about the self-efficacy beliefs of educational support teachers (PAPEs) in the context of Inclusive Education, with a focus on the early years of elementary school I and II in the municipal school network of Dourados-MS. The study is based on Albert Bandura's Social Cognitive Theory (1997), which understands self-efficacy as an individual's belief in their own ability to organize and execute actions necessary to achieve certain results. Considering the importance of the teacher's role in the school inclusion process, the general aim of the research was to investigate the self-efficacy beliefs of Support Teachers in relation to the development and adaptation of instructional materials aimed at Special Education students. Specifically, it sought to relate the sources of self-efficacy of these professionals to their pedagogical practice and analyze the self-efficacy beliefs regarding the partnership with teachers, technical staff and students' families. Methodologically, this is a qualitative study, descriptive and exploratory in nature, and is a case study conducted among permanent teachers in the municipal school system. The data collection instrument consisted of a questionnaire based on a five-point Likert scale and discursive questions, evaluated by experienced referees and administered online. The data was analyzed using descriptive statistics and interpretative analysis of the open-ended responses, in order to identify patterns and inferences about teaching behavior in the face of the challenges of inclusive practice. The results suggest that most of the participating teachers have high levels of self-efficacy, especially when it comes to adapting content and using assistive technologies. However, weaknesses were observed in the collaborative dimension of teaching work, especially in working with other teachers and health professionals. The most influential sources of self-efficacy were experiences of personal success and experiences shared with colleagues, reinforcing the importance of institutional support and continuing training. It is concluded that strengthening the self-efficacy beliefs of PAPEs is an essential element for the advancement of Inclusive Education, as it directly influences teacher engagement, persistence, and motivation. It is recommended to expand training and pedagogical monitoring policies that value the work of these professionals, ensuring effective conditions for the construction of equitable and transformative educational practices.