O que há de novo na formação de professores para a Educação Especial?

Conveying along international conferences, the Brazilian educational policies have been basing themselves on the inclusive speech. To provide such with sustainability the training of special education teachers. Pursuing to contribute with that discussion, the present paper proposes reflections about initial and continuous training. Through some research that has been developed, we perceived that the core of teacher training for special education lies on the teachers of Specialized Complementary Educational Service (AEE, atendimento educa cional especializado). This service features specialized techniques and resources as a central point in the training. Even those actions that make reference to the relationship with the common class are linked to the transfer of those resources and techniques, not to the pedagogical discussion. Moreover, the current teacher training proposition does not break with the training model traditionally specified for that area. Such elements may lead us to consider that the training of teachers who work with students considered to be disabled is not centered in continuous training. Both that and the initial training do not feature the relationship between AEE and the common class as their central focus. Furthermore, on training there is a preponderance of a model that places the pedagogical in second place, in favor of the medical-psychological aspect. In summary, this proposition of training may signal that the proposal for inclusion in course in the country does not presuppose the acquisition of school knowledge by students with disabilities. Na esteira de conferências internacionais, as políticas educacionais brasileiras vêm se apoiando em discursos inclusivos. A formação de professores para a educação especial tem sido considerada ponto fulcral para dar sustentabilidade a este discurso. Buscando contribuir com tal discussão, o presente artigo propõe reflexões acerca da política de formação inicial e continuada. Por intermédio de algumas pesquisas desenvolvidas, vimos percebendo que a centralidade na formação de professores para a educação especial está no professor do atendimento educacional especializado (AEE), que apresenta, como ponto central de formação, as técnicas e recursos especializados. Mesmo aquelas ações referentes à articulação com a classe comum estão atreladas ao repasse desses recursos e técnicas, e não à discussão pedagógica. Além disso, a proposição atual de formação de professores não rompe com o modelo de formação tradicionalmente destinado à área. Com tais elementos, podemos considerar que a formação de professores que trabalham com alunos considerados com deficiência está centrada na formação continuada. Tanto essa como a formação inicial não têm como foco central a articulação entre o AEE e a classe comum. Há, ainda, uma preponderância nas formações de um modelo que secundariza o pedagógico e privilegia o médico-psicológico. Em síntese, essa proposição de formação pode sinalizar que a proposta de inclusão em curso no País não pressupõe a apropriação do conhecimento escolar por parte dos alunos com deficiência.Palavras-chave: políticas de inclusão. formação de professores. atendimento educacional especializado.

Caminhos da exclusão: o portador de necessidades especiais na política educacional nos anos 90 /

Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Ciências da Educação.Esta dissertação trata da política educacional, nos anos 90, especificamente direcionada à Educação Especial. Baseia-se na análise de documentos oficiais, produzidos nessa década, que buscou apreender as determinações relativas â área, mais particularmente à política de integrarão dos portadores de necessidades especiais. A análise de documentos internacionais, nacionais e estaduais que organizam e difundem tal projeto, possibilitou captar alguns de seus conceitos constitutivos, como cidadania, consenso, qualificação profissional, gestão educacional, entre outros. Esta reforma ancora-se na necessidade de formar pessoas para responder às exigências do mercado mundializado do capitalismo financeiro, exigindo compreender conceitos como neoliberalismo e globalização. Na Educação Especial, a proposta reformista indica a integração dos portadores de necessidades especiais como solução de seus problemas, dando continuidade a políticas assistencialistas e consolidando a ambigüidade nesta modalidade de ensino. A pesquisa desenvolvida permite concluir que a Educação Especial está incluída na reforma educacional dos anos 90, entretanto sobrevive nela o desígnio da exclusão. Na verdade, ela possui forte caráter segregador em relação aos portadores de necessidades especiais

O Conselho Municipal dos Direitos da Pessoa com Deficiência de Florianópolis: a invisibilidade do tema educação

Este artigo tem como objetivo discutir as ações dos Conselhos Municiais dos Direitos da Pessoa com Deficiência em relação a Educação. Consideramos que a consolidação deste Conselho se deu com reivindicações, lutas e disputas de diferentes segmentos da sociedade, e que, portanto, pode ser um espaço importante para as lutas das pessoas com deficiência, mesmo que como espaço de direitos formais. Para esta pesquisa, buscamos elucidar as demandas, disputas e reivindicações relacionadas direta ou indiretamente, com a educação dos sujeitos deficientes, objetivando refletir sobre os limites e possibilidades da ação do CMDPD referentes aos assuntos relacionados a educação. Para tanto, utilizamos como procedimento metodológico a análise de documentos, dos quais se destacam decretos e normativas e 17 atas de reuniões com CMDPD de Florianópolis. Obtivemos com essa análise a compreensão de como surgiu este conselho no Brasil e no município em tela; os sujeitos que os compõem; as temáticas mais debatidas e, foco de nossa análise, como, com quem e qual a discussão efetivada sobre o tema educação. Compreendemos que alguns litígios relacionados a educação especial permanecem nesse Conselho como a relação Público x Privado. A temática da educação é efetivamente invisível nesse conselho e que nos faz a identificar outra seara: a pouca importância dada a efetiva escolarização dos sujeitos com deficiência nessa sociedade.Palavras-chave: Conselho Municipal. Deficiência. Educação. The Municipal Council for the Rights of Persons with Disabilities of Florianópolis: the invisibility of the education themeABSTRACTThis article aims to discuss the actions of the Municipal Councils of the Rights of Persons with Disabilities in relation to Education. We believe that the consolidation of this Council has resulted in, struggles and disputes of different segments of society, and that, therefore, can be an important space for the struggles of people with disabilities, even as an area of formal rights. For this research, we seek to elucidate the demands, disputes and claims related directly or indirectly, with the education of disabled subjects, aiming at reflecting on the limits and possibilities of the CMDPD relating to matters related to education. For this, we used as a methodological procedure the analysis of documents of which stand out decrees and regulations and 17 minutes of meetings with CMDPD of Florianópolis. We obtained with this analysis the understanding of how this council appeared in Brazil and in the municipality in screen; the subjects that compose them; the most debated topics and, the focus of our analysis, how, with whom and what the actual discussion about the subject of education. We understand that some litigation related to special education remains in this Council such as the Public x Private relationship. The issue of education is effectively invisible in this council and which makes us identify another crop: the little importance given to the effective schooling of the subjects with disability in this society.Keywords: City Council. Deficiency. Education. El Consejo Municipal de los Derechos de las personas con discapacidad de Florianópolis: la invisibilidad del tema de la educaciónRESUMENEste artículo tiene como objetivo discutir las acciones de los Consejos Municipales de los Derechos de la Persona con Deficiencia en relación con la Educación. Consideramos que la consolidación de este Consejo se dio con reivindicaciones, luchas y disputas de diferentes segmentos de la sociedad, y que, por lo tanto, puede ser un espacio importante para las luchas de las personas con discapacidad, pero como espacio de derechos formales. Para esta investigación, buscamos elucidar las demandas, disputas y reivindicaciones relacionadas directa o indirectamente, con la educación de los sujetos discapacitados, con el objetivo de reflexionar sobre los límites y posibilidades de la acción do CMDPD sobre los asuntos relacionados con la educación. Para ello, utilizamos como procedimiento metodológico el análisis de documentos, de los cuales se destacan decretos y normativas y 17 actas de reuniones con CMDPD de Florianópolis. Obtuvimos con ese análisis la comprensión de cómo surgió este consejo en Brasil y en el municipio en pantalla; los sujetos que los componen; las temáticas más debatidas y, foco de nuestro análisis, cómo, con quién y cuál la discusión efectuada sobre el tema educación. Comprendemos que algunos litigios relacionados con la educación especial permanecen en este Consejo como la relación público x privada. La temática de la educación es efectivamente invisible en ese consejo y que nos hace identificar otra mierda: la poca importancia dada a la efectiva escolarización de los sujetos con discapacidad en esa sociedad.Palabras clave: Consejo Municipal. Discapacidad. Educación

O caráter conservador da perspectiva inclusiva na Educação Especial: as salas multimeios na Rede Municipal de Florianópolis

No presente artigo objetivamos analisar as políticas de inclusão escolar voltadas a alunos da Educação Especial, especificamente aquelas referentes à oferta de atendimento educacional especializado (AEE) na Rede Municipal de Ensino de Florianópolis (RMF). Buscamos apreender as concepções e as práticas presentes no AEE na RMF, analisamos a estrutura, os equipamentos e recursos, os professores (formação, forma de contratação, tempo de trabalho), os alunos (número de alunos, deficiência, agrupamento) e a dinâmica do AEE em seis salas multimeios presentes na RMF. Para tanto, lançamos mão de análise da política educacional municipal. As variações no trabalho desenvolvido remetem a distintas concepções de inclusão, desenvolvimento, aprendizagem, o que indica um ecletismo teórico-metodológico que consolida a conservação das influências tradicionais da Educação Especial presentes na perspectiva inclusiva. Tal diversificação explicita a precariedade da relação do trabalho desenvolvido com o processo de escolarização dos alunos da Educação Especial.Palavras-chave: AEE; Diversificação; Educação EspecialThe conservative character of inclusive perspective in special education: the multimedia classrooms in the municipal schools of Florianopolis"In this article we intended to analyze the policies of school inclusion directed to students of Special Education, specifically those concerning the provision of specialized educational services (AEE) in the municipal schools of Florianopolis. We sought to understand the concepts and practices present in these services, we analyzed the structure, equipment and resources, teachers (training, form of contracting, working time), students (number of students, deficiency, grouping), and the AEE dynamics in six multimedia classrooms. The variations in the developed work refer to different concepts of inclusion, development, learning, which indicates a theoretical and methodological eclecticism that consolidates the conservation of traditional influences of Special Education present in the inclusive perspective. This diversification explains the precariousness of the relationship between the developed work and the educational process of students of Special Education.Keywords: AEE; Diversification; Special Education

High-risk twin pregnancy : case report of an adolescent patient with cystic fbrosis and systemic lupus erythematosus

Background: We present the frst case to our knowledge of a spontaneous twin pregnancy in a 16-year-old Caucasian patient with cystic fbrosis and systemic lupus erythematosus. Cystic fbrosis is one of the most common autosomal recessive genetic disorders and primarily afects the respiratory and digestive systems. Systemic lupus erythematosus is a chronic infammatory disease of unknown cause that afects nearly every organ. Patients with cystic fbrosis or systemic lupus erythematosus are progressively having longer life expectancy and better quality of life, which has led a greater number of female patients reporting the desire to become mothers. Case presentation: We present a case of a Caucasian 16-year-old pregnant with twins being treated for both cystic fbrosis and systemic lupus erythematosus. She has two CFTR mutations: p.F508del and 1812_1G>A. In the second trimester, she was admitted for possible preterm labor, which was successfully stopped. The patient’s nutritional status worsened, and she had a pulmonary exacerbation as well as a fare of systemic lupus erythematosus. At the 28th gestational week, she presented with a massive hemoptysis episode. The cesarean delivery had no complications, and there were no serious immediate postpartum complications. Discussion and conclusions: While adolescent pregnancies in and of themselves are considered high risk for both the young mothers and their children, they are further complicated when the mother has two chronic diseases and a twin pregnancy. We achieved positive results using a multidisciplinary approach; however, the risks involved were so high that major eforts are to be taken by our medical community to prevent unplanned pregnancies in all patients with cystic fbrosis, especially when a serious comorbidity like the one in this case is present

Height and body-mass index trajectories of school-aged children and adolescents from 1985 to 2019 in 200 countries and territories: a pooled analysis of 2181 population-based studies with 65 million participants

Summary Background Comparable global data on health and nutrition of school-aged children and adolescents are scarce. We aimed to estimate age trajectories and time trends in mean height and mean body-mass index (BMI), which measures weight gain beyond what is expected from height gain, for school-aged children and adolescents. Methods For this pooled analysis, we used a database of cardiometabolic risk factors collated by the Non-Communicable Disease Risk Factor Collaboration. We applied a Bayesian hierarchical model to estimate trends from 1985 to 2019 in mean height and mean BMI in 1-year age groups for ages 5–19 years. The model allowed for non-linear changes over time in mean height and mean BMI and for non-linear changes with age of children and adolescents, including periods of rapid growth during adolescence. Findings We pooled data from 2181 population-based studies, with measurements of height and weight in 65 million participants in 200 countries and territories. In 2019, we estimated a difference of 20 cm or higher in mean height of 19-year-old adolescents between countries with the tallest populations (the Netherlands, Montenegro, Estonia, and Bosnia and Herzegovina for boys; and the Netherlands, Montenegro, Denmark, and Iceland for girls) and those with the shortest populations (Timor-Leste, Laos, Solomon Islands, and Papua New Guinea for boys; and Guatemala, Bangladesh, Nepal, and Timor-Leste for girls). In the same year, the difference between the highest mean BMI (in Pacific island countries, Kuwait, Bahrain, The Bahamas, Chile, the USA, and New Zealand for both boys and girls and in South Africa for girls) and lowest mean BMI (in India, Bangladesh, Timor-Leste, Ethiopia, and Chad for boys and girls; and in Japan and Romania for girls) was approximately 9–10 kg/m2. In some countries, children aged 5 years started with healthier height or BMI than the global median and, in some cases, as healthy as the best performing countries, but they became progressively less healthy compared with their comparators as they grew older by not growing as tall (eg, boys in Austria and Barbados, and girls in Belgium and Puerto Rico) or gaining too much weight for their height (eg, girls and boys in Kuwait, Bahrain, Fiji, Jamaica, and Mexico; and girls in South Africa and New Zealand). In other countries, growing children overtook the height of their comparators (eg, Latvia, Czech Republic, Morocco, and Iran) or curbed their weight gain (eg, Italy, France, and Croatia) in late childhood and adolescence. When changes in both height and BMI were considered, girls in South Korea, Vietnam, Saudi Arabia, Turkey, and some central Asian countries (eg, Armenia and Azerbaijan), and boys in central and western Europe (eg, Portugal, Denmark, Poland, and Montenegro) had the healthiest changes in anthropometric status over the past 3·5 decades because, compared with children and adolescents in other countries, they had a much larger gain in height than they did in BMI. The unhealthiest changes—gaining too little height, too much weight for their height compared with children in other countries, or both—occurred in many countries in sub-Saharan Africa, New Zealand, and the USA for boys and girls; in Malaysia and some Pacific island nations for boys; and in Mexico for girls. Interpretation The height and BMI trajectories over age and time of school-aged children and adolescents are highly variable across countries, which indicates heterogeneous nutritional quality and lifelong health advantages and risks

Heterogeneous contributions of change in population distribution of body mass index to change in obesity and underweight NCD Risk Factor Collaboration (NCD-RisC)

From 1985 to 2016, the prevalence of underweight decreased, and that of obesity and severe obesity increased, in most regions, with significant variation in the magnitude of these changes across regions. We investigated how much change in mean body mass index (BMI) explains changes in the prevalence of underweight, obesity, and severe obesity in different regions using data from 2896 population-based studies with 187 million participants. Changes in the prevalence of underweight and total obesity, and to a lesser extent severe obesity, are largely driven by shifts in the distribution of BMI, with smaller contributions from changes in the shape of the distribution. In East and Southeast Asia and sub-Saharan Africa, the underweight tail of the BMI distribution was left behind as the distribution shifted. There is a need for policies that address all forms of malnutrition by making healthy foods accessible and affordable, while restricting unhealthy foods through fiscal and regulatory restrictions