PERCEPÇÃO DOS PROFESSORES DE EDUCAÇÃO ESPECIAL ACERCA DO PLANO NACIONAL E DOS PLANOS MUNICIPAIS DE EDUCAÇÃO

Osni Oliveira Noberto da Silva; Theresinha Guimarães Miranda; Miguel Angel Garcia Bordas

doi:10.22481/praxisedu.v15i35.5679

Authors

Osni Oliveira Noberto da Silva Universidade do Estado da Bahia - UNEB http://orcid.org/0000-0001-5028-0889
Theresinha Guimarães Miranda Universidade Federal da Bahia - Brasil http://orcid.org/0000-0002-7762-7739
Miguel Angel Garcia Bordas Universidade Federal da Bahia - Brasil http://orcid.org/0000-0001-5970-9581

DOI:

https://doi.org/10.22481/praxisedu.v15i35.5679

Keywords:

Special Education, National Education Plan, Municipal Education Plan

Abstract

The aim of this paper was to analyze the understanding of teachers of Specialized Educational Attendance (AEE), about the knowledge about the National Education Plan (PNE) and the Municipal Education Plan (PME) of their respective municipality. The study cutout presented in this article was constructed through a quantitative research, which used as a data collection instrument a questionnaire with closed and multiple choice questions, focusing on the understanding of the ESA teachers from the nine municipalities of the Piedmont region. Diamantina, state of Bahia. The data collected indicated that most teachers know the National Education Plan to hear about, but do not know the goals and strategies presented in that document. Regarding the Municipal Education Plans, more teachers said they knew the Plan of their respective municipality and also its goals and strategies. However, almost half said they did not participate in the construction of this document. A greater participation of teachers in the construction of public policies of the locality where they work is extremely important, given that they are the ones who know most intimately the problems and obstacles that may exist in their daily practice. In addition, much of the achievement of targets set in both the National Plan and Municipal Plans rests with the responsibility of teachers. Thus, it is important that more studies can be carried out, including in other municipalities, states and even different regions of the country, in order to create theoretical and empirical support on the topic discussed here.

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Author Biographies

Osni Oliveira Noberto da Silva, Universidade do Estado da Bahia - UNEB

Doutorando em Educação pela Universidade Federal da Bahia (UFBA). Professor do Departamento de Ciências Humanas, Campus IV, da Universidade do Estado da Bahia (UNEB). Líder do Grupo de estudos, pesquisa e extensão em Educação Especial e Educação Física adaptada (GEPEFA) e integrante do Grupo de estudos sobre Educação Inclusiva e Necessidades Educacionais Especiais (GEINE). Bolsista do Programa de Apoio à Capacitação de Docentes da Uneb, PAC-DT.

Theresinha Guimarães Miranda, Universidade Federal da Bahia - Brasil

Doutora em Educação pela Universidade de São Paulo, com pós-doutorado pela Umeå University, Suécia. Professora do Programa de Pós-graduação em Educação da Universidade Federal da Bahia (UFBA). Integrante do Grupo de estudos sobre Educação Inclusiva e Necessidades Educacionais Especiais (GEINE).

Miguel Angel Garcia Bordas, Universidade Federal da Bahia - Brasil

Doutor em Filosofia pela Universidad Complutense de Madrid, com pós-doutorado pela Universitat Autònoma de Barcelona, Espanha. Professor do Programa de Pós-graduação em Educação da Universidade Federal da Bahia (UFBA). Integrante do Grupo de estudos sobre Educação Inclusiva e Necessidades Educacionais Especiais (GEINE).