A percepção de professores (as) sobre a utilização do Plano de Desenvolvimento Individual (PDI) em Minas Gerais

Abstract

In Minas Gerais (MG), the State Department of Education (SEE) defines the mandatory use of the instrument called the Individual Development Plan (PDI) as a resource to be used in the school inclusion process of special education students. Thus, this work aimed to identify, from the conceptions of teachers from the state education network in MG, what are the challenges in using this instrument. Based on the surveys and questions pointed out, theoretical support was sought in Glat e Oliveira (2003), Glat, Pletsch e Fontes (2007), Glat e Pletsch (2012), Pletsch (2014), Roldão (2010), Lunardi-Mendes (2008), Tannús-Valadão (2010; 2014), among others. The target audience for this research was the conducting teachers, support teachers, teachers from the Specialized Educational Service (AEE), principals and specialists who work in the context of special education in ordinary school in MG. These were submitted voluntarily to a quantitative and qualitative research, structured in the quantitative stage in the survey methodology and in the qualitative stage in the focus group. In the first, characterized by largescale surveys, an online questionnaire was launched for the target audience, obtaining the return of 1.349 responses. A statistical analysis was performed using the SPSS software to describe the data collected. Subsequently, after the participants expressed interest, a focus group was held with four professionals. The group aimed to complement and clarify some points explored in the questionnaire. Was carried the analysis of the Collective Subject Discourse (CSD). Out as a theoretical basis for the research, the Theory of Social Representations. The results pointed to the need for teacher training for the use of the PDI, the best preparation of the specialist to encourage completion and provide assistance in the school context with the tool. Besides that, indicated the improvement of the document in points considered confusing, complex or misinterpreted by teachers and the encouragement for collaborative work in the execution of the task. The curricular proposal according to the Pedagogical Political Project, the initial diagnostic evaluation of the student, the pedagogical planning and the assessment and correction of directions, were the items identified as most problematic during the completion of the PDI.