Assessoramento psicopedagógico no atendimento educacional especializado

Abstract

The submitted study has the general purpose to investigate the phychopedagogic advisory’s input through the resources’s operation of the multi-funcional rooms. It’s a field research with the participation of 6 educational psychologist from João Pessoa with the period of experience ranging from 6 months to 15 years. The research instrument used was an interview guide structured with three questions, besides sociodemographic questions. This procedure was done through electronic mail. Results were analyzed through the Content Analysis proposed by Bardin, which were listed three thematic axes: the conception about Special Educational Service, inclusion and multi-funcional resources room and the perception about the phychopedagogic advisory’s in the attendance of special education services. The results have shown that the interviewed had a cohesive understanding in relation to the Special Educational Service as regards to the literature, presenting the agreement between the participants in saying that the phychopedagogic advisory is relevant for the multi-funcional resources rooms’s teacher and for the target audience of this service, as the importance for the educational psychologist professionals to increase their knowledge in relation to the Special Educational Service and develop the advisory. In conclusion, the phychopedagogic action through the advisory phychopedagogic contribute to a dynamic of constant improvement of the education process, this is a fundamental task in the Special Educational Service, in order to promote a better result in the learning process of the benefited students through this service.