Educação especial e avaliação numa perspectiva inclusiva: desafios na prática escolar

Abstract

This paper, entitled “Special Education and Evaluation in an inclusive perspective: Challenges for school practice” has as its goal to investigate the role of teachers who work in the Multifunctional Resources Room in the municipality of Augusto Corrêa/PA, focused on the evaluative process of students with deficiencies, based on the theoretical foundations of Rosit Elder Carvalho, Maria Celina Melchior, Márcia Denise Plestch, among others. The research is constituted within a qualitative approach, originating from a descriptive case study, complemented by the application of questionnaires, documental analysis of the minutes of the meetings with participation of teachers and through activity reports of these professionals, filed at the Marilene Nascimento Center for Specialized Educational Service, responsible for the orientation of the work of these professionals in the aforementioned municipality. The data from the research pointed out that the majority of the professionals who work in the Multifunctional Resource Room present doubts about their role in the process of evaluating students with deficiencies as well as about the orientation of the evaluation of students with multiple deficiencies. However, at the end of each bimester the responsibility for adapting the tests is given to these professionals, being that this is not their specific attribution, rather, it is the responsibility of the teacher responsible for the group. Another relevant element relates to the lack of activities adapted for students with deficiencies in the classroom, decontextualized from the rest of the group, visualized in the lack of adequate planning for the specificity of the students with deficiencies and without relation to the contents ministered or with daily life. We point out that the teachers who work in the Multifunctional Resources room have an important role in the evaluation process of the students in the municipality, through articulation and orientation with the teacher of the group about the resources which can be used in the learning process of students with deficiencies.