Claudio Roberto Baptista

Ação pedagógica e educação especial: a sala de recursos como prioridade na oferta de serviços especializados

The aim of this paper is to present reflections on the pedagogical action and specialized services in Special Education in Brazil. The aim is to discuss trends, characteristics and challenges that feature Brazilian educational services supply as well as the action of specialist teachers. This analysis aims to contribute to the understanding of how educational policies have changed and how these changes took the Special Education Resource Room to a priority service level in the Brazilian educational policy, regarding warranting specialized educational services for students with disabilities, pervasive developmental disorders and high ability/giftedness. What are the challenges associated with the Special Education Resource Room as a school space and as a pedagogical device? How have contemporary studies been analyzing the recent experiences within the national context? The following aspects are considered in these reflections: the growth of educational inclusion as a guiding policy for Brazilian education; eligibility for service providing, in terms of legal documents and guidance; academic discussion on the need for advances in Special Education Resource Rooms quality, indicating the necessary dissemination of the produced knowledge and the intensification of its pedagogical outcome in the relations with the educational curriculum and teaching activities in general.

Avaliação da aprendizagem: práticas e alternativas para a inclusão escolar

This paper aims to analyze the evaluation of learning, considering this assessment as a process focusing on pedagogical relationship. Thus, we discuss the implications that emerge as nexus between a questioning on the evaluation and goal of education for all children in the mainstream school, including those with disabilities. Throughout the text are also discussed the singularities associated with disability and debated the evaluation of learning as a process that should involve the group-class, no differences in evaluative logic, even though it may refer to procedures that indicate some variability. The theme of learning evaluation evokes one of the more complex facets of the school curriculum and announces problematizations referred to school inclusion policies such as: all students learn? How to build different intervention strategies for teaching the same group? How to evaluate students considering the singularities of them? This text should be understood as a reflection based in the ransom of the historicity of the subject treated in this work, the analysis of academic production, supporting the literature which has been discussing the processes of learning assessment, and the welcome signs everyday school - explicit in certain practices - to prepare the analysis. It is therefore in this context, to discuss a kind of resizing, reshaping the concept of learning assessment looking at possibilities for dialogue with the perspective of education for all. It is conceived, well, as the evaluation process that should serve as monitoring the process of teaching and learning with the objective of building teaching strategies considering the singularities of students.

Medicalização dos Modos de Ser e de Aprender

This article analyzes the modes of being and learning in school, considering medicalization as a device that transforms human life behaviors in pathologies. We invest in the historical-conceptual dimension, discussing this process. The school events here presented provide visibility to the practice of inventing diagnoses that justify the non-learning. The article is built on Foucault’s thinking, particularly in relation to the strategy of subjectivity constitution by discourse. The analysis focuses on the comprehension of the ever-changing human condition, while it discusses school practices and pathologizing discourses.

Deficiência mental: o que dizem os manuais diagnósticos?

This work emerges from the need to investigate what the diagnostic manuals say about mental retardation, especially with regard to the concept of mental retardation, the criteria for diagnosis and its classification. In the present study, we worked with: Manual Diagnostico e Estatistico de Transtornos Mentais – DSM-IV (2002); Classificacao Internacional das Doencas – CID-10, (OMS, 1993); Classificacao Internacional de Funcionalidade, Incapacidade e Saude – CIF, (OMS, 2003) and Retardo mental: definicao, classificacao e sistemas de apoio (AAMR, 2002). The theoretical assumptions of systemic thinking served as an analitical tool of the material investigated. It was possible to observe a close connection among the theoretical proposition of the different manuals. Although, there are some differences, theses changes do not amount to produce an epistemological rupture in the ways of conceiving and identifying the phenomenon in question, presenting affiliated to traditional assumptions of scientific thinking. It is undestood that the theoretical and conceptual understanding about the phenomenon of mental retardation have direct implications on the proposition and configurations of pedagogical practices, justifying, thus, this study.

Reconfiguração da Educação Especial: Análise da Constituição de um Centro de Atendimento Educacional Especializado

This study aimed to understand the reconfiguration process of the propositions that bind special education and the regular education of students with disabilities, considering the investment on alternative spaces - such as specialized service centers - as a possibility to complement support to schooling. As a qualitative research study in the methodological action plan, the study based on the analysis of documents in the context of a municipal public education system in Porto Alegre/RS metropolitan area. The study was based on research that approach public policies of education topics, having as main reference the works of Stephen Ball on policy cycle. It is concluded that the special education reconfiguration in this municipal system has been restructured based on the double mandatory enrollment as a legal argument that boosted the practices to make the schooling of students with disabilities mandatory in regular schools, in regular classes. This reconfiguration had as its axis the transformation of the municipal public special schools that served students with disabilities in special education service centers.

POLÍTICAS DE INCLUSÃO ESCOLAR NA REDE MUNICIPAL DE ENSINO DE PORTO ALEGRE: PROCESSOS EDUCATIVOS E AVALIAÇÃO DA APRENDIZAGEM

O objetivo do presente texto e apresentar uma analise que contemple a relacao entre as politicas de inclusao escolar, a reorganizacao curricular que prioriza os ciclos e os processos de avaliacao da aprendizagem. Para a analise considerouse como campo de referencia a Rede Municipal de Ensino de Porto Alegre, enfatizando as mudancas ocorridas nessa rede ao longo dos ultimos 20 anos, assim como os efeitos dessas mudancas no sentido de busca de instituicao de praticas pedagogicas diferenciadas e de espacos escolares que se articulam em uma logica de um continuum de apoios. Trata-se de um estudo que analisa producoes academicas (teses e dissertacoes) e publicacoes que tem dado prioridade a esse contexto educacional. Alem de uma reflexao sobre os efeitos relativos a possivel abrangencia da acao da escola, sao ainda destacadas as caracteristicas de uma perspectiva de avaliacao que, para alem de focalizar o aluno, considera o contexto e pode estar a servico de reorientacao das acoes dos diferentes atores da escola. A avaliacao da aprendizagem torna-se um dos pontos nodais da pratica pedagogica a partir do momento em que criancas que estavam a margem do processo de escolarizacao adentram nos espacos escolares. A perspectiva de uma educacao escolar que possa favorecer o processo de inclusao coloca em xeque as concepcoes que a escola vem construindo historicamente de aprender, ensinar e avaliar. Nesse sentido, muitos dos entraves que a escola publica encontra no processo de inclusao escolar estao associados ao como ensinar, ao que ensinar e, sobretudo, como avaliar as diferentes formas de aprender e se expressar. Palavras-chave : inclusao escolar; educacao especial; ciclos; avaliacao da aprendizagem; politicas publicas.