Resumo

YANAGA, Thais Watakabe  e  COIMBRA, Renata Maria. Inclusion and Resilience Processes in Special Education Schools from the Perspective of Secondary and Higher Education Teachers. Rev. Subj. [online]. 2021, vol.21, n.3, pp. 1-14. ISSN 2359-0769.  http://dx.doi.org/10.5020/23590777.rs.v21i3.e8626.

From the doctoral thesis defended by the first author, this article aims to analyze, from the teachers perspective, how inclusion actions are articulated with processes of resilience for adolescents and young people, from special education, attending Technical High School. The field research was carried out through a case study, conducted in six campuses of a federal educational institution on the State of Paraná. The perception of the teachers about the inclusion actions present in the school life of students was analyzed in conjunction with processes of resilience. Fourteen teachers who taught to students identified as having resilience processes participated in the study. Interviews were conducted with teachers whose results were analyzed from the socio-ecological approach of resilience, based on the proposal of the seven tensions for resolving adversities. The results showed that the actions aimed at student's inclusion, for the most part, were developed by the teachers and the pedagogical team's own initiative, among which: academic assistance and pedagogical monitoring offered individually, development of didactic and pedagogical resources, ensuring accessibility, recognizing the potential of students and encouraging their participation in various school activities. Such actions were favoring processes of resilience, associated with four tensions - Identity, Access to Material Resources, Cohesion and Relationships - all acting as protective factors for Special Education students inserted in secondary and higher education. In addition to the individual actions promoted by the teachers and the pedagogical team, resilience processes could be mobilized in a greater number of special education students, with the institution's greater commitment through the implementation and development of the Support Center for People with Educational Needs Specific (NAPNE) and the Specialized Educational Service (AEE) grounded in legal orientation.

Palavras-chave : resilience process; school inclusion; special education; socio-ecological approach.

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