O professor de educação especial, sua formação e a inclusão escolar do aluno cego : um estudo de caso.

• Ano de defesa: 2017
• Autor(a) principal: Manga, Vanessa Pita Barreira Burgos
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Doutorado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Blindness; Visual impairment; Special and inclusive education; Initial and continuing theacher training; Formação docente inicial e continuada; Deficientes visuais - Educação; Educação inclusiva; Cegueira; Educação especial - Formação de professores; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/8528

This thesis deals with the understanding of the aspects related to the continuing teacher education of the Special Education teacher and the situation of school and social inclusion of the blind student, regularly enrolled in the 6th year of Elementary School. The field school where the study was given belongs to the municipal education system of Vila Velha, in the State of Espírito Santo. The research carried out is of a qualitative nature and its design is based on a case study. The procedures used for data collection were semistructured interviews (with audio capture), spontaneous observations (with journal writing by the researcher and photographic records), a bibliographical and documentary survey compatible with the subject studied. The subjects participating in this study were: the Special Education teacher (main subject), the blind student, the pedagogue and the director. The research advanced in order to permeate the issues related to the continuing education process of the Special Education teacher and its possible implications for the schooling of the blind student, in the perspective of identification and analysis of the classroom routine (mainly in the scope of specialized educational service) , The methodologies applied to the student's teaching, as well as the interpersonal relationships experienced in the school environment; As well as questions about the evaluative process to which the learner is subjected and regarding their orientation and mobility. The analyzes developed were based on the socio-historical perspective, essentially vigotskian, in an attempt to understand, in the guise of social experiences, the perception of the subjects of this study about the continued teacher training and the schooling of the blind student, in the perspective of inclusion, the Which facilitated the formation of reflections that corroborate the importance of teacher training (initial and continued) for the instructional process of blind children, including the indissociation of personal-professional profiles.