A atuação da equipe multiprofissional dos Institutos Federais com os estudantes público-alvo da Educação Especial

Abstract

The diversity of professionals in the Federal Institutes (IFs) enables the composition of multiprofessional teams (EMPs) as a service to support the inclusion of Special Education students (Paee) in these institutions. Thus, it is questioned how the EMPs are configured in the IFs to act in the inclusion of Paee students and whether this configuration allows the consolidation of EMPs in a collaborative perspective. The qualitative research, of the collaborative type, aimed to identify, systematize and present the possibilities of action of the EMPs of the IFs in the schooling and professional training of Paee students enrolled in the Federal Institutes of Education, Science and Technology. It was developed in two stages, the first being a survey of the professional profile, EMP performance and training needs and used an electronic questionnaire answered by 139 civil servants from four Brazilian regions. The second consisted of five reflective sessions, through the offer of an extension course, so that 23 of these professionals could reflect on their reality, professional practice and the team in which they work. Data were collected with the transcription of sessions and with electronic questionnaires about the individual routine and analysis of teaching cases and, later, categorized and analyzed with maps of association of ideas. It was observed that most team members are linked to the Care Centers for People with Specific Needs as members or responsible and that training in Special Education was sought in training courses. The EMPs’ actions seem to be focused on the centers, with the need to strengthen their role in organizing the pedagogical work as a whole and occupying decision-making spaces. Little participation was observed in the elaboration of admission procedures and great involvement in actions for the permanence and success of Paee students, such as surveying accessibility demands, curricular accessibility and elaboration of individualized plans. EMPs seem to understand these actions as part of their attributions, with inconsistencies in the understanding of individualized planning. Indications of collaborative action were observed: valuing the knowledge of its members, flexible composition and the search for partnerships with institutional sectors and external professionals. However, the EMPs are still on the way to consolidating their performance in the collaborative logic, acting in a disjointed way, with a predominance of individualized work. It reinforces the need for EMPs to become effective as training spaces, enabling reflection on their own performance and deepening of the theoretical basis to rebuild concepts and practices, without defining their performance in compensation for the absence of the Special Education teacher, encompassing activities restricted to this teacher.