As dimensões de acessibilidade a luz do pensar da complexidade: vozes dos professores de educação especial em Alagoas

Abstract

The present research "The Dimensions of Accessibility in Light of Complexity: Voices of Special Education Teachers in Alagoas" emerged from the context of accessibility in Alagoas state schools, specifically those within the Second Special Education Management (2nd GEE). The following research question arose: among the formative actions developed with special education teachers in the state education network of Alagoas, how is the discussion about accessibility dimensions carried out, and how are these dimensions incorporated into their daily pedagogical activities? The general objective was to understand how the discussion about accessibility dimensions occurs and how these are incorporated into their daily pedagogical activities. To achieve our objectives, we opted for a qualitative exploratory approach, using bibliographic research focused on theoretical studies related to special education and the epistemology of complexity, as well as field research aiming to gather information about the accessibility of state schools based on the perceptions of special education teachers. For data analysis, we used content analysis by Bardin (1977), where a more attentive and systematic approach allows the discovery of "the purpose of messages, or the clarification of elements of meanings likely to lead to a description of mechanisms of which we did not initially have understanding" (p. 29). We consider this approach and the definition of categories to be of fundamental importance for our analyses considering complexity, as proposed by Morin (2000, 2003), where the aim is to remove the researcher/conceptor from the privileged observation position imposed by classical science and to place them within the observed system, where they themselves are part of their observations/conceptions. Data analysis revealed that we are facing a challenge in Alagoas' special education: challenges related to existing pedagogical accessibility in schools and the implementation of new emerging perspectives such as transdisciplinarity in education. The methodological theoretical framework aims for a new perspective in the provision of Specialized Educational Assistance (SEA) and in the implementation of the national policy of special education from an inclusive perspective. No knowledge is immune to error; therefore, all knowledge can and should be questioned, tested repeatedly for constant refinement of conceptions. We understand that conceptions that broaden the view of special education teachers in Alagoas towards the realization of a more humanitarian and barrier-free SEA are necessary for daily life in schools. Constant learning about the uncertainties of knowledge is essential, as these uncertainties facilitate the construction of flexible plans capable of change in response to emerging demands. We sought to understand to what extent special education teachers are familiar with the dimensions of accessibility and incorporate them into their daily pedagogical activities. Based on the data, we consider that the research participants identify accessibility dimensions to include students with special educational needs by breaking down accessibility barriers in their various forms present in schools.