As contribuições do projeto de intervenção pedagógica para estudantes com tea- projetea, na efetivação da inclusão escolar: um estudo sobre práticas de formação docente e estratégias de implementação do PEI em escolas públicas de São Luís-MA

Abstract

With the increase in educational policies aimed at school inclusion, the number of students in the Target Audience of Special Education in regular classrooms of basic education has grown, demanding specific pedagogical actions. In this context, the present study analyzed how PROJETEA, implemented by the Superintendence of the Special Education Area of São Luís-MA, contributes to the continuous training of teachers and the development of inclusive educational practices. The objective of the research was to analyze the contributions of PROJETEA to the continuous training of teachers in the regular education network, which is based on collaborative teaching and the use of the Individualized Educational Plan (IEP) as an inclusive strategy for students with ASD. The study focused on the implementation of the IEP, developed within the context of Collaborative Teaching as strategies to promote school inclusion. The research adopted an interpretive approach, based on Gadamer's principles (2015), and utilized a mixed methods methodology (Creswell, 2018; Minayo, 2012), combining quantitative and qualitative analyses. Data analysis was conducted using the content analysis method proposed by Bardin (2016). Data were collected through questionnaires, semi-structured interviews, and collaborative meetings with the group of teachers from the two participating schools. The theoretical framework was based on Vygotsky (1984), Freire (1996), and authors such as Tannús-Valadão (2010) and Edyburn (2010), as well as normative frameworks such as the Federal Constitution of 1988, the Law of Guidelines and Bases of National Education (Law No. 9.394/96), and the National Policy on Special Education from the Perspective of Inclusive Education (2008). The educational product consisted of the development of an IEP prototype and a manual with an explanatory guide to assist in its completion. The results indicate that PROJETEA is already an important initiative in the field of inclusive education but still faces challenges that require greater investment in public policies, infrastructure, and teacher training to consolidate more effective inclusive practices. The contributions of this research can positively impact educational practice, providing concrete strategies to improve the inclusion of students with ASD and strengthen the continuous training of teachers