O ‘Segundo Professor’ na Educação Básica: um olhar sobre a legislação e as pesquisas acadêmicas

Lilian Marta da  Silveira; Patrícia Graff; Rosileia Lúcia Nierotka

doi:10.4025/actascieduc.v42i1.43106

The ‘Second Teacher’ in elementary education: a look at legislation and academic research

Lilian Marta da Silveira Universidade Federal da Fronteira Sul http://orcid.org/0000-0003-0368-8931
Patrícia Graff Universidade Federal da Fronteira Sul http://orcid.org/0000-0002-3315-2401
Rosileia Lúcia Nierotka Universidade Federal da Fronteira Sul http://orcid.org/0000-0001-7999-915X

DOI: https://doi.org/10.4025/actascieduc.v42i1.43106

Abstract

The guarantee of access to all citizens between 4 (four) and 17 (seventeen) years, to Basic Education and the universalization of admission to the regular school, makes possible the emergence of a profession aimed at the attention of the public of Special Education, in the regular school: the Second Teacher. From a qualitative approach, based on bibliographical and documentary research, this study aimed to characterize the Second Teacher in the educational policies that regulate Basic Education, in the State of Santa Catarina, as well as academic research that take it as an object of research. In this way, he sought to know the educational policies which regulate this profession; understand their attributions in Basic Education; characterize the public served by this professional, and; describe its profile, based on the bases already produced. The results show that it is not possible to accurately characterize the profile of the Second Professor, because it is not mentioned in national legislation with this nomenclature; pedagogical practice is often individualized and the profession is marked by instability.

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Published

2020-02-20

How to Cite

Silveira, L. M. da, Graff, P., & Nierotka, R. L. (2020). The ‘Second Teacher’ in elementary education: a look at legislation and academic research . Acta Scientiarum. Education, 42(1), e43106. https://doi.org/10.4025/actascieduc.v42i1.43106

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Issue

Vol 42 (2020): Publicação contínua

Section

Teachers' Formation and Public Policy

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