A formação continuada de professores na perspectiva da educação inclusiva : desvelando os fios da trama

• Ano de defesa: 2014
• Autor(a) principal: Alcântara, Juliana Nascimento de
• Orientador(a): Givigi, Rosana Carla do Nascimento
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Educação
• Palavras-chave em Português: Formação de professores; Educação inclusiva; Educação e Estado; Educação permanente; Formação continuada
• Palavras-chave em Inglês: Inclusive education; Continuing education; Education and state; Teachers
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/handle/riufs/4659

This work analyzes the process of teacher training in the Course of Continuing Teacher Education in Inclusive Perspective, by way of critical-collaborative action research. The proposed course was formed by teachers of the common teaching and of the special education in the state of Sergipe. With fy the firing of effervescent discussions about the process of school inclusion, have configured up a new education landscape in an attempt to extinguish the special schools culture, massively perpetuated even after the emergence of so many public policies. Today still observe the iminent difficulty conceiving education in inclusive perspective and many are the conflicts and tensions that emerge in this plot. The guideline was sought in the epistemological dialogue with authors as Nóvoa, Freitas, Meirieu, Bakhtin and Vigotski. Was taken as a methodological approach the action research collaborative-critical in the whole process of building of the continuing education course, which materialized the data discussion in three moments: the collective constitution of the course curriculum; meetings which implemented the proposed curriculum, analyzed into categories proposals, and formal self-assessment of teaching practice and oh the course in question. The production process of the data was effected from february to july 2014, period in which the formative dynamic occurred. As instruments for data collection was elected the use of audio and video recordings, reports, field diary and questionnaires. Significant changes were observed in the meanings attributed to inclusive process how effects of possibilities from the dialogic interactive field constitued in the training course, the power of theoretical immersion in conjunction with the practical and, therefore, need of greater theoretical and practical advancement. It is noted in this context the importance of investment in continued training of these teachers, by a perspective that produces training conditions reflective / emancipatory through proposals that take the elements of practice as triggers new movements and ressignification of crystallized gears.