Por Maria Teresa Egl\u00e9r Mantoan<\/em><\/p>\nA Faculdade de Educa\u00e7\u00e3o da Unicamp promover\u00e1 em 28 de agosto deste ano um evento destinado a professores, pais, interessados em Educa\u00e7\u00e3o Especial e Inclus\u00e3o Escolar. Autoridades educacionais, da Justi- \u00e7a e professores envolvidos em mudan\u00e7as escolares provocadas pela inclus\u00e3o debater\u00e3o o assunto de v\u00e1rias perspectivas, notadamente no que diz respeito \u00e0s pol\u00edticas p\u00fablicas e \u00e0s pr\u00e1ticas pedag\u00f3gicas. O evento \u00e9 gratuito e as inscri\u00e7\u00f5es ser\u00e3o feitas no local do F\u00f3rum, a partir das 8 horas da manh\u00e3, no Centro de Conven\u00e7\u00f5es da Unicamp.<\/p>\n
Mudan\u00e7as decorrentes do compromisso de assumir a inclus\u00e3o escolar revolvem valores, costumes, na escola e na forma\u00e7\u00e3o dos educadores. A escola, protegida por seus muros, tem recursos para se contrapor \u00e0 inclus\u00e3o. Os professores, a gest\u00e3o escolar, a organiza\u00e7\u00e3o pedag\u00f3gica e curricular possuem suas defesas pr\u00f3- prias: os professores n\u00e3o est\u00e3o preparados para a inclus\u00e3o; os gestores s\u00e3o pressionados por inova\u00e7\u00f5es que lhes s\u00e3o impostas e n\u00e3o cabem na administra- \u00e7\u00e3o das escolas engessadas na burocracia; a organiza\u00e7\u00e3o pedag\u00f3gica \u00e9 montada para selecionar, excluir; h\u00e1 falta de equipamentos, de acessibilidade…<\/p>\n
A despeito das resist\u00eancias e motivos de toda ordem, os alunos com defici\u00eancia j\u00e1 n\u00e3o encontram a oposi\u00e7\u00e3o de tempos atr\u00e1s e est\u00e3o adentrando em n\u00famero cada vez mais crescente \u00e0s nossas escolas comuns. E marcando seus espa\u00e7os, e desafiando os que nela atuam, questionando-os, no sil\u00eancio dessa ocupa\u00e7\u00e3o. Porque \u00e9 muito forte a presen\u00e7a do novo em ambientes escolares conservadores, nos quais se punem e se controlam o ensino e o aprendiz e a exclus\u00e3o \u00e9 absolutamente previs\u00edvel e adequada.<\/p>\n
Os alunos da educa\u00e7\u00e3o especial nas turmas comuns do ensino regular t\u00eam sido agentes preferenciais, a servi\u00e7o das mudan\u00e7as nas escolas. Os desequil\u00edbrios que eles provocam em pequenas doses di\u00e1rias, exigem respostas educativas inclusivas das escolas.<\/p>\n
Se queremos, de fato, um ensino que se orienta na dire\u00e7\u00e3o da inclus\u00e3o e de uma qualidade crescente, a quest\u00e3o central que se p\u00f5e \u00e0 educa\u00e7\u00e3o comum e especial \u00e9 a mesma: de que qualidade estamos falando, quando nos referimos a essas transforma\u00e7\u00f5es? Outras interroga\u00e7\u00f5es derivam dessa quest\u00e3o principal: que pr\u00e1ticas de ensino ajudam os professores a ensinar a turma toda, sem discrimina\u00e7\u00f5es? Como criar tais contextos educacionais? As medidas comumente indicadas para combater a exclus\u00e3o n\u00e3o promovem mudan\u00e7as; elas mais neutralizam do que potencializam os desequil\u00edbrios criados pela heterogeneidade das turmas.<\/p>\n
Enquanto os professores do ensino escolar (especialmente os do Fundamental), persistirem em: propor trabalhos coletivos, que nada mais s\u00e3o do que atividades individuais realizadas ao mesmo tempo pela turma; ensinar com \u00eanfase nos conte\u00fados program\u00e1ticos, fazendo destes, fins, e n\u00e3o meios para se aprender; adotar o livro did\u00e1tico como ferramenta exclusiva de orienta\u00e7\u00e3o dos programas de ensino; servir-se das folhas xerocadas e de apostilas para que todos os alunos as preencham ao mesmo tempo, respondendo \u00e0s mesmas perguntas com as mesmas respostas; propor projetos de trabalho totalmente desvinculados das experi\u00eancias e do interesse dos alunos, que s\u00f3 servem para demonstrar a pseudo ades\u00e3o do professor \u00e0s inova\u00e7\u00f5es; organizar de modo fragmentado o emprego do tempo do dia letivo para apresentar o conte\u00fado estanque desta ou daquela disciplina e outros expedientes de rotina das salas de aula; considerar a prova final como decisiva na avalia\u00e7\u00e3o do rendimento escolar do aluno, n\u00e3o haver\u00e1 condi\u00e7\u00f5es de ensinar a turma toda, reconhecendo e valorizando a diferen\u00e7a dos alunos nas escolas.<\/p>\n
As pr\u00e1ticas citadas configuram o velho e conhecido ensino para alguns alunos. \u00c9 assim que a exclus\u00e3o se alastra e se perpetua, atingindo a todos os alunos, n\u00e3o apenas os que apresentam uma dificuldade maior de aprender ou uma defici\u00eancia espec\u00edfica. \u00c9 assim que a Educa\u00e7\u00e3o Especial continua sendo aquela substitui a escola comum para alunos com defici\u00eancia e\/ou os que t\u00eam dificuldades de aprender.<\/p>\n
A nova Pol\u00edtica Nacional de Educa\u00e7\u00e3o Especial, na perspectiva da Educa\u00e7\u00e3o Inclusiva, institu\u00edda pelo MEC em 2008, representa um grande avan\u00e7o na educa\u00e7\u00e3o brasileira. Pela nova pol\u00edtica, a Educa\u00e7\u00e3o Especial passa a ter um car\u00e1ter complementar \u00e0 forma\u00e7\u00e3o de alunos com defici\u00eancia, transtornos globais de desenvolvimento e com altas habilidades\/ superdota\u00e7\u00e3o. Um novo servi- \u00e7o foi criado – o Atendimento Educacional Especializado (AEE)-, para que essa complementa\u00e7\u00e3o seja oferecida no per\u00edodo oposto ao das aulas desses alunos, nas suas salas de aulas.<\/p>\n
Aguardamos os professores e demais interessados para debater essas inova\u00e7\u00f5es, no F\u00f3- rum “Desafios do Magist\u00e9rio – Educa\u00e7\u00e3o especial na Perspectiva da educa\u00e7\u00e3o Inclusiva”. At\u00e9 l\u00e1!<\/p>\n
* Maria Teresa Egl\u00e9r Mantoan \u00e9 professora da Faculdade de Educa\u00e7\u00e3o da Universidade Estadual de Campinas (Unicamp)<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"Por Maria Teresa Egl\u00e9r Mantoan. “Os alunos da educa\u00e7\u00e3o especial nas turmas comuns do ensino regular t\u00eam sido agentes preferenciais, a servi\u00e7o das mudan\u00e7as nas escolas. Os desequil\u00edbrios que eles provocam em pequenas doses di\u00e1rias, exigem respostas educativas inclusivas das escolas.”<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-container-style":"default","site-container-layout":"default","site-sidebar-layout":"default","disable-article-header":"default","disable-site-header":"default","disable-site-footer":"default","disable-content-area-spacing":"default","footnotes":""},"categories":[38,6,48],"tags":[],"class_list":["post-25154","post","type-post","status-publish","format-standard","hentry","category-deficiencia","category-educacao","category-inclusao"],"yoast_head":"\n
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