A relação efetiva entre os professores e os profissionais de apoio na produção e execução do planejamento pedagógico: pensando a inclusão de crianças com deficiências, transtornos e/ou superdotação

Abstract

The present research aims to discuss how coordinated planning between teachers and support professionals helps in the process of including a child with disabilities, disorders and/or giftedness. This concern arose from the researcher's experiences when acting as a support professional and reflecting on this scenario. As support for the reflections and analyzes of this research, studies by Mazzotta (2011), Martins (1997), Carvalho (2016), and others who discuss the role of the school and special education were used as a theoretical tool. Some laws, their resolutions and guidance documents from the municipality of Fortaleza were also highlighted to deal with the roles of inclusion agents. The methodological instrument used was a form on the Google Forms platform, which contained several questions aimed at regular classroom teachers, AEE teachers and support professionals. The research collected qualitative data. And the chosen instrument made it possible to collect important information and reports that, linked to theory, were successful in guiding the central reflection of this research. In the data analysis, it is discussed how the data obtained showed that there is no participation, at any time, of support professionals in the planning of the common classroom teacher. However, all responding professionals agree that collaborative planning is effective for better proposing inclusive pedagogical practices. Finally, in the final considerations, the positive impacts of planning coordinated with professionals who accompany a child with disabilities, disorders and/or giftedness are summarized. Also highlighted is the character of constant reflection that is essential to educational practice, and the need to continue producing research that creates new developments in the debate on inclusive education.