A formação continuada de professores do atendimento educacional especializado (AEE) em Campina Grande/PB : o antes, o durante e o depois de uma intervenção pedagógica

Abstract

This research is linked to the Educational Policy Line, the Post graduate Program of the Education Center of the Federal University of Paraíba (PPGE/UFPB), and the Paulo Freire Pedagogy Studies Group (GEPPF/UFPB). The main purpose of this study wast o analyze the politic of continuous training of teachers of the Specialized Educational Assistance (ESA), in the Continuing Teacher Training Course of ESA, in the city of Campina Grande, Paraíba, based on the perspective of permanent training propose by Freire (1991), which constitutes the critical reflection of practice. Initially, we presented our meeting with Special Education, in which we pointed out existential and academic trajectories that led us to the object of study. Next, we explain the policy of continuing education of teachers and Special Education in an inclusive perspective. We also present possible dialogues between the National, State and Municipal Plans of Education and the perspective of permanent formation of educators proposed by Freire. Finally, we weave the paths of the educational-formative practice through a pedagogical intervention. For intervention, we take as a methodology the Freire an educational praxis, which presupposes the action-reflection-action process during the accomplishment of the 08 (eight) training workshops for 7 (seven) teachers and 2 (two) coordinators, who correspond to there search subjects. As a result, there search highlighted the role of teachers in the process of critical reflection of the ir practice and there thinking of training in the municipal school network, since, we find that, from a legal point of view, the continuing training of ESA teachers in Campina Grande points to the permanent perspective, but in practice, this training points to a fragmented perspective, with specific formations of specific the mes focused on the study of disabilities. Therefore, the experience with action rese archenable dust o broaden the dialogue with teachers about the formation of ESA, since it showed the importance of overcoming the punctual and fragmented nature of the formative process in the construction of processes of permanent formation.