Sistema de ensino e apoio pedagógico: perfil e atuação de professores coordenadores de Educação Especial do Núcleo Pedagógico – PCNP-EE – da Rede Estadual de Educação de São Paulo

Abstract

The present dissertation had the following objectives: to verify how pedagogical support actions in the area of special education are organized in the São Paulo education system, especially with regard to continuing education; to identify the professional profile, the training paths and the working conditions of the Teachers Coordinators of Special Education of the Pedagogical Nucleus (PCNP-EE), comparing with the structure of the educational network in the state of São Paulo, as well as analyzing how these subjects observe their own professional constitution and which strategies they use based on the identified demands. To this end, the structure of the São Paulo State Department of Education (Seduc-SP) was explored with regard to pedagogical support in continuing education in the area of Special Education, addressing centralized and decentralized actions. As for centralized actions, the documentation analyzed evidenced the offer of a range of courses focused on "learning to do", little in-depth, without sequence or any relationship with the practice of those who are inserted in the state network. At the same time, it also showed the importance attributed to the fundamental role of the PCNP-EE as an articulator between the initiatives of the central bodies of Seduc-SP and the performance of the schools under the jurisdiction of each of the Education Boards. Within the scope of decentralized actions, data collection was carried out through the application of an electronic questionnaire sent in 2021 to the PCNP-EE, having obtained forty-four responses, making a total of 49% of the occupants of the function at the time. The most expressive findings were the following: a) regarding the professional profile - almost all belong to the female sex and there is a predominance of white women, aged over forty years, with more than 16 years of experience in teaching; b) in terms of training profile and performance – most pedagogues, with a high dispersion among the activities developed, with very different emphasis in terms of attendance, which demonstrates the lack of a more solid guideline on the part of Seduc-SP in this scope. Therefore, the marginal condition reserved for the school inclusion policy of students with disabilities in the state network of São Paulo seems to extend to the professionals who work there, which creates a field of action with less regulation by Seduc-SP and, at the same time, subject the influence only of the individual initiatives of each PCNP-EE, according to the course of its activity