Plano de desenvolvimento individual (PDI): construção coletiva e dialógica na busca por melhorias

Abstract

The Individual Development Plan (IDP) consists of an action plan that aims to improve and develop skills and behaviors. Over the last decade, the IDP has gained prominence as a legal document that supports the comprehensive development process of the target audience of special education, used consistently in the educational setting. Its purpose is to plan pedagogical actions, assisting in the flexibility and curricular adaptation of students with disabilities, in order to guarantee an inclusive environment, in accordance with the curriculum developed by the Municipal Education Network. In view of the above, the present study aimed to identify possibilities for improvements in the Individual Development Plan (IDP), based on the perception of teachers and education professionals. The research addressed relevant issues regarding the preparation, completion and responsibility for the document and all the parameters involved in its execution. Active Elementary School I teachers from the Municipal Public Education Network of a city in the interior of Minas Gerais were interviewed. Topics addressed included adjustments in terms of size, organization of information, participation and current signature of all teachers involved, knowledge about the existence of the document, and participation of the AEE teacher in the preparation and implementation of the document. The results obtained were subjected to content analysis. In conclusion, it can be considered that the PDI is an instrument that in fact helps in the process of inclusion and in the construction of pedagogical practices in an individualized manner, respecting the specificities of students with disabilities. However, it still needs improvements in its structure and the collaboration of all those involved in its construction so that inclusion is effective in all environments of the school institution.