A formação docente na prática inclusiva
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2014
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Este estudo teve como foco a análise das concepções dos professores licenciados, de acordo com as políticas públicas, em vigor no Brasil, para a educação inclusiva. Interessa verificar se a formação docente inicial e continuada lhes conferem competências para o trabalho na educação inclusiva. Para a realização deste estudo, foi realizada uma pesquisa de natureza qualitativa, descritiva, sob a forma de levantamento de dados. A pesquisa de campo foi desenvolvida em duas escolas da rede municipal do Recife. Foram entrevistados 8 professoras que tinham concluído seus cursos de licenciatura após o ano 2000, ou seja, após a promulgação de importantes documentos legais, referentes a educação inclusiva. Os dados coletados na pesquisa de campo foram analisados através da análise de discurso proposta por Orlandi. Tomamos como categorias: formação docente inicial, formação continuada e educação inclusiva. Essas categorias são compreendidas a partir dos estudos de: Alarcão (2007); Rodrigues (2003); Nóvoa(2008); Carvalho (2010, 2006, 2007); Mantoan (2009, 2006); Goffman (1988); Mittler (2003); Mazzotta (2005); Tardif (2005); Freire (1996); Imbernón (2009) e Perrenoud (2000, 2002). A análise dos dados da nossa investigação nos permitiu concluir que o professor ainda precisa aprofundar alguns conceitos a respeito da educação inclusiva, de forma a superar as lacunas existentes na formação docente, para o trabalho pedagógico, numa proposta inclusiva. Conclui-se que ainda há muito que aperfeiçoar na formação docente, a respeito das práticas da educação inclusiva.
This study focused on the design of licensed teachers after the laws of the inclusive education, checking that the initial and continuing teacher formation gave them skills to work in the inclusive education. For this study, a survey was conducted qualitative, descriptive, in the form of survey data subdivided into literature, field research, collection and analysis of data . The field research was conducted in two municipal schools of Recife. We interviewed teachers who had completed their undergraduate degree after 2000, ie after the enactment of important laws pertaining to the inclusive education, a total of 8 teachers . The data collected in the field survey were analyzed through discourse analysis proposed by Orlandi . We define the categories: initial teacher formation, continuing education and the inclusive education . These categories are understood from the studies : Alarcão (2007 ), Rodrigues (2003 ) ; Nóvoa (2008 ), Carvalho (2010 , 2006, 2007 ) ; Mantoan (2009 , 2006) , Goffman (1988 ), Mittler (2003 ) ; Mazzotta (2005); Tardif ( 2005), Freire (1996); Imbernon (2009) , Perrenoud (2000, 2002). Data analysis of our research allowed us to conclude that the teacher still needs to review some concepts about the inclusive education and gaps in teacher formation to work in the inclusive proposal. We conclude that there is still much to think and rethink about the proposed training on the inclusive education.
This study focused on the design of licensed teachers after the laws of the inclusive education, checking that the initial and continuing teacher formation gave them skills to work in the inclusive education. For this study, a survey was conducted qualitative, descriptive, in the form of survey data subdivided into literature, field research, collection and analysis of data . The field research was conducted in two municipal schools of Recife. We interviewed teachers who had completed their undergraduate degree after 2000, ie after the enactment of important laws pertaining to the inclusive education, a total of 8 teachers . The data collected in the field survey were analyzed through discourse analysis proposed by Orlandi . We define the categories: initial teacher formation, continuing education and the inclusive education . These categories are understood from the studies : Alarcão (2007 ), Rodrigues (2003 ) ; Nóvoa (2008 ), Carvalho (2010 , 2006, 2007 ) ; Mantoan (2009 , 2006) , Goffman (1988 ), Mittler (2003 ) ; Mazzotta (2005); Tardif ( 2005), Freire (1996); Imbernon (2009) , Perrenoud (2000, 2002). Data analysis of our research allowed us to conclude that the teacher still needs to review some concepts about the inclusive education and gaps in teacher formation to work in the inclusive proposal. We conclude that there is still much to think and rethink about the proposed training on the inclusive education.
Descrição
Orientação: Maria das Graças de Andrade Almeida Ataíde ; co-orientação: Alcina Manuela de Oliveira Martins
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO INCLUSIVA, FORMAÇÃO DE PROFESSORES, POLÍTICA PÚBLICA, EDUCATION, INCLUSIVE EDUCATION, TEACHERS EDUCATION, PUBLIC POLICY, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO