Formação docente na perspectiva da inclusão educacional

• Ano de defesa: 2017
• Autor(a) principal: Ferro, Marcos Batinga
• Orientador(a): Anjos, Isa Regina Santos dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Educação
• Palavras-chave em Português: Educação; Deficientes; Alunos com deficiência; Educação inclusiva; Formação inicial
• Palavras-chave em Inglês: Students with disabilities; Inclusive education; Initial formation
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/12512

This research had the purpose of analyzing the exercise of teaching in the perspective of Inclusive Education, from teachers who work in a public school located in São Cristóvão / SE. In order to achieve the objective formulated here, as far as the methodological plan was concerned, a qualitative proposal was worked out to collect the information necessary to answer the study questions. In the scope of qualitative research, the case study was chosen and, in view of the need to investigate, the Phenomenological Method approach was adopted. To collect data together with the participants, as a nuclear technique, the questionnaire was designed to be applied to eight teachers, and the interview was chosen, conducted with the director and pedagogical coordinator of the school, the locus of the research. The documentary analysis of the Political Pedagogical Project was also carried out, in order to evaluate whether the educational principles and objectives advocated by the school had conceptions that allowed the inclusion of students with disabilities. It was tried to evidence the initial training regarding the possibilities of the Courses of Pedagogy and Licenciatura to offer the indispensable knowledge to the future teacher for the work with the student with deficiency in the room of regular education. The teachers' discourses, participants in this research, portrayed deficiencies in relation to their pedagogical practice and the importance of the teaching professional to learn about Inclusive Education. The results of the study indicated the need to improve the quality of initial teacher training and the provision of human, pedagogical and material resources to assist students with disabilities, among others. The training of teachers is reiterated as one of the pillars for the construction of school inclusion in terms of human resources in working conditions so that it can be put into practice.