Formação continuada de professores na escola: diálogos entre currículo, educação infantil e educação especial

• Ano de defesa: 2021
• Autor(a) principal: Dobrovoski, Marcelo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado Profissional em Educação; Centro de Educação; UFES; Programa de Pós Graduação de Mestrado Profissional em Educação
• Palavras-chave em Português: Educação especial; educação infantil; currículo; formação continuada; subject.br-rjbn; Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/14549

The study focused to constitute formative actions with an education unit in Serra-ES, aiming to articulate the school curriculum with the inclusion of children targeted by Special Education in Early Childhood Education, having as specific objectives: a) critically analyze the educational policies in Serra/ES and the theoretical and normative assumptions expressed in Early Childhood Education documents in the interface with the inclusion of children targeted by Special Education; b) launch a sensitive listening to the school routine to understand the challenges and possibilities that cross the relationship between curriculum and Special Education in the context of Early Childhood Education, aiming the systematization of a training curriculum with the school; c) to carry out with the education unit training processes in context, seeking to problematize the data collected through sensitive listening, the relation between theory and practice and the documents analyzed; d) strengthen the processes of inclusion of children targeted by Special Education in Early Childhood Education and the continuous teacher training, through collaborative-critical action-research. It is based on the assumptions of Sociology of Childhood; in authors of Special Education; curriculum and continuous teacher training. It is based on qualitative research and collaborative-critical action-research, constituting the production of data from: a) authorization from the municipality; b) authorization from the school; c) survey of documents about Education, Early Childhood Education and Special Education in Serra-ES; d) listening to the school about demands necessary for the inclusion of children targeted by Special Education for systematization of the formative process; e) achievement of the formative processes; (f) continuous evaluation of training. The data was registered in audio recording, field diary and record of meetings in minutes. As participants, it was adopted the school board, the pedagogues, the teachers and the support staff of the two working shifts in the school (morning and afternoon), producing the data from February to December 2019. As results, it points to the school as a rich space-time of training in context; the importance of listing themes to be discussed in the moments of formation from the daily school in dialogue with the fundamentals of Education; the relevance of space-time for teachers to deepen their know-how about curricular inclusion; the possibility of teachers being configured as mediators of formative processes; the problematization of school curriculum committed to the visibility of children and children's cultures; the right to the education of children targeted by Special Education in ordinary schools since Early Childhood Education.