Políticas públicas relacionadas à formação de professores que atuam na educação de surdos em Belém do Pará
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2016
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O presente estudo tem como objetivo geral avaliar a importância da formação profissional do educador no exercício de seu papel de mediador no processo de inclusão sócio educacional de crianças portadoras de necessidades especiais, e como objetivos específicos apontar as melhorias inseridas, assim como as lacunas existentes no processo de formação do educador responsável pelo processo de inclusão de crianças portadoras de necessidades e analisar as políticas públicas relacionadas à formação de professores que atuam na educação de surdos em Belém do Pará, observando quais dificuldades são enfrentadas na educação de surdos, e qual é a relação dessas dificuldades com a formação dos docentes que atuam na educação básica. O estudo foi desenvolvido por meio de pesquisa de campo do tipo descritivo com análise quanti-qualitativo dos dados. A amostra do estudo foi de 17 docentes de libras, que atuam no primeiro grau menor, 1ª a 4ª séries. Os resultados nos permitem inferir que a necessidade de ir além da simples inserção de uma disciplina ou da obrigatoriedade dela nos cursos de formação de professores. É preciso conhecer a identidade linguística e cultural dos surdos. A formação de surdos seria melhor se os professores realmente entendessem de cultura surda e da facilidade do surdo adquirir conhecimento através dessa cultura, e igualmente se a escola admitisse no currículo os aspectos culturais surdos. Portanto, é imprescindível que os currículos de formação de professores contemplem questões como cultura, identidade e diferença. Conclui-se que os indivíduos com necessidades educacionais especiais podem atingir o máximo progresso educacional e integração social. Ao mesmo tempo em que escolas inclusivas proveem um ambiente favorável à aquisição de igualdade de oportunidades e participação total, o sucesso delas requer um esforço claro, não somente por parte dos professores e dos profissionais na escola, mas também por parte dos colegas, pais, famílias e voluntários. A reforma das instituições sociais não constitui somente uma tarefa técnica, ela depende, acima de tudo, de convicções, compromisso e disposição dos indivíduos que compõem a sociedade.
This study has the general objective to evaluate the importance of vocational teacher training in the exercise of his role as mediator in the process of inclusion education partner of children with special needs and specific objectives point the inserted improvements, as well as the gaps in process of formation of the educator responsible for the process of inclusion of children with needs and analyze public policies related to the training of teachers who work in deaf education in Belem, noting that difficulties are faced in deaf education, and what is the relationship of these difficulties with the training of teachers working in primary education. The study was conducted through descriptive field research with quantitative and qualitative data analysis. The study sample was 17 pounds teachers who work in the first lesser degree, 1st to 4th grades. The results allow us to infer that the need to go beyond simple insertion of a discipline or her compulsory in teacher training courses. You have to know the cultural and linguistic identity of the deaf. The formation of the deaf would be better if teachers really understand the deaf culture and deaf ease of acquiring knowledge through this culture, and also to admit school curriculum deaf cultural aspects. Therefore, it is essential that the teacher training curricula contemplate issues such as culture, identity and difference. We conclude that individuals with special educational needs can achieve the maximum educational progress and social integration. At the same time inclusive schools provide a favorable environment for the acquisition of equal opportunities and full participation, their success requires a clear effort, not only by teachers and professionals in school, but also from colleagues, parents, families and volunteers. The reform of social institutions is not only a technical task, it depends, above all, belief, commitment and willingness of individuals that make up society.
This study has the general objective to evaluate the importance of vocational teacher training in the exercise of his role as mediator in the process of inclusion education partner of children with special needs and specific objectives point the inserted improvements, as well as the gaps in process of formation of the educator responsible for the process of inclusion of children with needs and analyze public policies related to the training of teachers who work in deaf education in Belem, noting that difficulties are faced in deaf education, and what is the relationship of these difficulties with the training of teachers working in primary education. The study was conducted through descriptive field research with quantitative and qualitative data analysis. The study sample was 17 pounds teachers who work in the first lesser degree, 1st to 4th grades. The results allow us to infer that the need to go beyond simple insertion of a discipline or her compulsory in teacher training courses. You have to know the cultural and linguistic identity of the deaf. The formation of the deaf would be better if teachers really understand the deaf culture and deaf ease of acquiring knowledge through this culture, and also to admit school curriculum deaf cultural aspects. Therefore, it is essential that the teacher training curricula contemplate issues such as culture, identity and difference. We conclude that individuals with special educational needs can achieve the maximum educational progress and social integration. At the same time inclusive schools provide a favorable environment for the acquisition of equal opportunities and full participation, their success requires a clear effort, not only by teachers and professionals in school, but also from colleagues, parents, families and volunteers. The reform of social institutions is not only a technical task, it depends, above all, belief, commitment and willingness of individuals that make up society.
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Orientação: Maria Eduarda Margarido Pires ; co-orientação: Ricardo
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MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM SUPERVISÃO PEDAGÓGICA E FORMAÇÃO DE FORMADORES, EDUCAÇÃO, POLÍTICA PÚBLICA, FORMAÇÃO DE PROFESSORES, DEFICIENTES AUDITIVOS, ESTUDOS DE CASO, BRASIL, EDUCATION, PUBLIC POLICY, TEACHERS EDUCATION, HEARING IMPAIRED, CASE STUDIES, BRAZIL