Specialized Educational Assistance in daycare centers and preschools: analysis of guiding documents in the practice of a special education teacher
This article aims to analyze a document made available by the Department of Education of Maceió - Semed/Maceió that guides the practice of Special Education teachers in the municipality and, therefore, has guided the practice of Special Education teachers in Early Childhood Education at the Early Ch...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Federal de Alagoas (UFAL) |
| Repositorio: | Debates em Educação |
| Idioma: | portugués |
| OAI Identifier: | oai:www.seer.ufal.br:article/17600 |
| Acceso en línea: | https://www.seer.ufal.br/index.php/debateseducacao/article/view/17600 |
| Access Level: | acceso abierto |
| Palabra clave: | Educação Infantil Educação Especial Atendimento Educacional Especializado Early Childhood Education Special education Specialized Educational Service Educación Infantil Educación especial Servicio Educativo Especializado |
| Sumario: | This article aims to analyze a document made available by the Department of Education of Maceió - Semed/Maceió that guides the practice of Special Education teachers in the municipality and, therefore, has guided the practice of Special Education teachers in Early Childhood Education at the Early Childhood Education Center of Maceió. This is an excerpt from the master's research external to the reflection on the pedagogical practice of a Special Education teacher in an Early Childhood Education institution belonging to the municipal education network of Maceió/Alagoas. Based on the Document Analysis of qualitative research, it analyzes the information contained in the documents used by the municipal education network of Maceió/Alagoas to the north, the Specialized Educational Assistance offered in daycare centers and preschools descends from a speech given by the Special Education teacher participating in the research. master's degree. The results reveal the predominance of a clinical view of disability, a Specialized Educational Assistance that does not consider the individualities of each stage of teaching and that disregards the child as the protagonist and builder of culture. The results reveal the predominance of a clinical view of disability, a Specialized Educational Assistance that does not consider the individualities of each stage of education and disregards the child as the protagonist and builder of culture. The lack of specific guidelines for babies and children who are the target audience of Special Education in the guiding document contributes to a practice of Specialized Educational Assistance that is replicated from that used in Elementary Education, which does not engage with current conceptions of child and childhood. |
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