Percepção dos professores da educação infantil sobre o papel do psicopedagogo na construção do Plano Educacional Individualizado (PEI)

Abstract

This study investigates early childhood educators' perceptions of the psychopedagogue's contribution to the development of Individualized Education Plans (IEPs), an essential document for addressing the educational needs of students with disabilities. The study highlights the crucial role of the psychopedagogue in identifying the specific needs of students and developing adapted learning strategies. The main objective of this study was to analyze early childhood educators' conceptions of the psychopedagogue's role in the development of IEPs and their contribution to the academic development of students with disabilities. To achieve this objective, 20 teachers participated in the research, with ages ranging from 24 to 58 years. Of these, 75% work in the private education network and 25% in the public network. Regarding teaching experience, 75% have more than 10 years of experience, 15% between 1 and 5 years, and 10% between 6 and 10 years. A questionnaire was used to collect data on their experiences and perceptions. Participants answered a structured online questionnaire individually through Google, with an average completion time of 15 minutes. The questionnaire consisted of 29 questions, 9 of which were sociodemographic in nature. Bardin's content analysis technique (2016) was used to analyze the participants' responses. The participants' statements were grouped into two categories: teachers' conception of psychopedagogy and the development of IEPs, and the second category focused on teachers' understanding of psychopedagogy and the development of students with disabilities. The results indicate that although teachers recognize the importance of IEPs, they face many challenges in their development and implementation, often considering them a bureaucratic document. The training between teachers and psychopedagogues is considered fundamental for the functioning of the IEP, allowing a more integrated and personalized approach in the educational process. In addition, the research highlights the need for continuous training for educators. Finally, we emphasize that the interaction between teachers and psychopedagogues not only enriches the school environment but is also essential to ensure that all students, regardless of their difficulties, have access to a quality and inclusive education.