Reflexões sobre inclusão e formação docente de uma comunidade escolar da rede pública municipal de Santa Maria-RS

• Ano de defesa: 2021
• Autor(a) principal: Oliveira, Bruna Linhati de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional; Centro de Educação
• Palavras-chave em Português: Ensino inclusivo; Evasão escolar; Formação docente; Educação gaúcha conectada; Inclusive education; School dropout; Teacher training; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/23757

Considering that an inclusive perspective of teaching is a valuable strategy in facing the issue of dropouts in public schools, the research developed in the Professional Master's in Public Policy and Educational Management - PPPG at the Federal University of Santa Maria - UFSM aimed to analyze aspects related to inclusion and teacher training among the different segments of a municipal public-school community in Santa Maria-RS. Through the studies within the scope of the research theme, its specific objectives were: to analyze the conceptions of a school community about inclusion; to narrate and describe aspects of the teachers' education with a reflective approach promoted in the context of the research; to check the impacts of teacher training on the inclusive education among teachers; to register the process of collective construction of an Action Plan. Within the context of the Projeto Educação Gaúcha Conectada,created by the Federal government and adapted to the reality of education in the state of Rio Grande do Sul, the actions of this research involved the promotion of local teacher training and the preparation of an Action Plan for the project at the school with the involvement of the community. Those actions characterize this study as an Action Research of the qualitative type. Data collection involved the application of a questionnaire to students' parents/guardians, teachers, management team, and pedagogical coordination, in addition to direct observation of the proposed actions, resorting to content analysis of the collection instruments, categorized in themes inclusion, action plan and teacher training. This analysis, records, and some reflections upon the course of the research are presented here, among discussions with authors who deal with related themes. It's noticeable that the construction of the Action Plan for a local project, which constituted the product of this research, highlighted the importance of the integration between the school and the community to promote inclusion, stimulating a sense of belonging and engagement in the different sectors of the institution. On the other hand, teacher training pronounced how these formations have an effect on the inclusive process through teachers' practices. The challenges that these education professionals, including managers, face on the path to inclusion highlighted the complexity of the inclusive process in an educational institution. It was concluded, through the obtained results, that the view of the school community regarding inclusion influenced the institution's inclusive process, while this same view has been influenced by the actions proposed in this process as well.