Desafios da formação de professores para a educação inclusiva no curso de pedagogia de uma instituição de ensino superior de Aparecida de Goiânia
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2021
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O estudo que se apresenta tem por objetivo geral analisar a formação de professores no
Curso de Pedagogia de uma Istituição de Ensino Superior de Aparecida de Goiânia,
relativamente à Educação Inclusiva, considerando a flexibilidade curricular no processo de
ensino e aprendizagem, na perspectiva de estudantes e professores do Curso.Trata-se de
um estudo de caso simples, realizado numa Instituição de Ensino Superior. Os resultados
da análise evidenciam a apreciação positiva, por parte dos sujeitos participantes, no que se
refere à formação para a Educação Inclusiva. Contudo, são referidos aspetos a melhorar,
como mais adequação do currículo e da formação profissional, reforço de aulas práticas e
estágios especializados e mais diferenciação pedagógica em sala de aula. Comprova-se,
ainda, que a formação de professores em Pedagogia é entendida como essencial, face à
crescente inclusão de estudantes com deficiência no Ensino Superior, e no entendimento de
que a Educação Inclusiva é para todos. Assim sendo, é crucial formar profissionais
capacitados para potenciarem a inclusão escolar, envolvendo diretores e coordenadores,
docentes e discentes, em prol da inclusão de todos os alunos.
The present study aims to analyze the training of teachers in the Pedagogy Course of an Higher Education Institution in Aparecida de Goiânia, in relation to Inclusive Education, considering the curricular flexibility in the teaching and learning process, from the perspective of students and teachers of the Course. As a source of data collection, the Curricular Plan of the Pedagogy Course stands out, which was the object of descriptive analysis. The results of the analysis show a positive appreciation on the part of the participating subjects, with regard to training for Inclusive Education. However, aspects to be improved are mentioned, such as better adaptation of the curriculum and professional training, reinforcement of practical classes and specialized internships and more pedagogical differentiation in the classroom. It is also proved that the training of teachers in Pedagogy is understood as essential, in view of the increasing inclusion of students with disabilities in Higher Education, and in the understanding that Inclusive Education is for everyone. Therefore, it is crucial to train qualified professionals to enhance school inclusion, involving principals and coordinators, teachers and students, in favor of the inclusion of all students.
The present study aims to analyze the training of teachers in the Pedagogy Course of an Higher Education Institution in Aparecida de Goiânia, in relation to Inclusive Education, considering the curricular flexibility in the teaching and learning process, from the perspective of students and teachers of the Course. As a source of data collection, the Curricular Plan of the Pedagogy Course stands out, which was the object of descriptive analysis. The results of the analysis show a positive appreciation on the part of the participating subjects, with regard to training for Inclusive Education. However, aspects to be improved are mentioned, such as better adaptation of the curriculum and professional training, reinforcement of practical classes and specialized internships and more pedagogical differentiation in the classroom. It is also proved that the training of teachers in Pedagogy is understood as essential, in view of the increasing inclusion of students with disabilities in Higher Education, and in the understanding that Inclusive Education is for everyone. Therefore, it is crucial to train qualified professionals to enhance school inclusion, involving principals and coordinators, teachers and students, in favor of the inclusion of all students.
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Orientação: Maria de Nazaré Castro Trigo Coimbra
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, EDUCATION, EDUCAÇÃO INCLUSIVA, INCLUSIVE EDUCATION, FORMAÇÃO DE PROFESSORES, TEACHERS EDUCATION, PEDAGOGIA, PEDAGOGY, ENSINO SUPERIOR, HIGHER EDUCATION