Inclusão, currículo e formação de professores: uma perspectiva para formação de professores/as
| Ano de defesa: | 2012 |
|---|---|
| Autor(a) principal: | |
| Orientador(a): | |
| Banca de defesa: | |
| Tipo de documento: | Tese |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Federal da Paraíba
Brasil Educação Programa de Pós-Graduação em Educação UFPB |
| Programa de Pós-Graduação: |
Não Informado pela instituição
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| Departamento: |
Não Informado pela instituição
|
| País: |
Não Informado pela instituição
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| Palavras-chave em Português: | |
| Link de acesso: | https://repositorio.ufpb.br/jspui/handle/tede/9893 |
Resumo: | The goal of this thesis is to discuss the training of teacher’s front to the process of inclusive education, in the sense of rethinking the curriculum and the educational practices, analyzing and modifying them according to the needs of the student. This is a qualitative research related to the ethnographic. For the procedure of data collection was used the participant observation, analysis of official documents on the proposal of teacher training and inclusive education; open interviews and semi-structured with the participant subject. The method of interpretation of the data followed the proposition of Laurence Bardin known as content analysis. From this analysis emerged the conceptions categorized addressing the teacher as the subject of your practice, reflection on practice, teaching and research, whereas the teacher is the author of your own training process and to recognize that the process of teaching requires the process of learning always. As a result, the research points to the need to advocate for the establishment of school curricula more open to address the learning needs of students with disabilities, it is ai that is the biggest obstacle in regard to the implementation of a quality education for all. The study points out that the school that works with the diversity, the student is the central focus of all educational activity, and interventions should be shaped to fit the individual and not the contrary. For this to happen to the team of educators must know each student, respecting their capabilities and needs, and responding to them with excellence in the interventions teaching. Keywords: Education. Inclusive education. School curriculum. Educational practices. Teacher training |