Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
Escobar, Neiva Terezinha Chervenski |
| Orientador(a): |
Carlesso, Janaína Pereira Pretto |
| Banca de defesa: |
Menezes, Eliana da Costa Pereira de,
Marquezan, Fernanda Figueira |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Franciscana
|
| Programa de Pós-Graduação: |
Mestrado Acadêmico em Ensino de Humanidades e Linguagens
|
| Departamento: |
Ensino de Humanidades e Linguagens
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/667
|
Resumo: |
The purpose to this study was to understand, through teacher's discourse, the contributions, challenges and possibilities of continued teacher formation regarding the inclusion of disabled students in regular education system. The sample was composed by 14 teachers, from municipal schools in Alegrete/RS, who work with students that participate in the inclusion process. The research is a qualitative case study. Data collect was performed in 2017, through the execution of questionnaires and reflexive conversation circles. There were also short courses, guided by specialized professionals who considered historical and legal aspects and the importance of adapting the curriculum to consolidate school inclusion. The results indicate teachers should have opportunities of continued formation, and they should know about political actions and about historical evolution of inclusion process. The analysis pointed out that there are fragilities in the formation for efficient teacher practice in school inclusion regarding contributions of continued formation with an approach on curriculum adjustment and on knowledge about historical and legal aspects of disabled students inclusion in regular education system. After the proposal for formation, the teacher understood that the path is to seek constant theoretical deepening about school inclusion, and they realized how important it is to plan and to use adapted methods to help the disabled student to comprehend what is studied in class. Therefore, this study contributed, through reflexions and re-significations in the studied sample, to evidence the need to create discussing and debating spaces, about the pedagogical practice with included students, and the importance of enabling a more qualified continued teacher formation with specialized professional who may contribute to theacher's actualization and support. |
