A formação de professores e a organização do trabalho pedagógico: desafios da inclusão de alunos com TEA
| Ano de defesa: | 2020 |
|---|---|
| Autor(a) principal: |
Sewald, Silvana
 |
| Orientador(a): |
Portelinha, Ângela Maria Silveira
|
| Banca de defesa: |
Portelinha, Ângela Maria Silveira
,
Castanha, Andre Paulo
,
Schneckenberg, Marisa
|
| Tipo de documento: | Dissertação |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Estadual do Oeste do Paraná
Francisco Beltrão |
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
| Departamento: |
Centro de Ciências Humanas
|
| País: |
Brasil
|
| Palavras-chave em Português: | |
| Palavras-chave em Inglês: | |
| Área do conhecimento CNPq: | |
| Link de acesso: | http://tede.unioeste.br/handle/tede/5490 |
Resumo: | This research is part of the Graduation Program in Education– Master degree – of the Western Parana State University (UNIOESTE), in Francisco Beltrao campus, under the line of research Culture, Education Processes and Teacher Training. Its subject matter is the teacher training and the organization of pedagogical work (OPW), and its object of study is the inclusion of students with Autism Spectrum Disorder (ASD) in the early years of city schools of Francisco Beltrao, in the state of Parana. This thesis is part of the teacher training area of study and is based on the studies of the research group Higher Education, Teacher Training and Work (GESFORT). It aims to analyze the relationship between teachers and the OPW for students with ASD. Its methodology is based on a critical-dialectical approach and uses bibliographic research with document analysis from questionnaires used for selecting the respondents, and interviews, carried out for data collection. A total of 11 school teachers were involved, 4 of which were titular teachers, 4 supporting teachers, and 3 were teachers that work at the Specialized Education Service (SES) aiming to understand aspects related to university training, teaching experience, issues regarding to continuing education, and OPW. Based on this information collected via interviews, two analytical categories were brought about, namely, “continuing education” and “organization of pedagogical work.” Regarding the category of continuing training, after analyzing the data collected, it was identified that the titular teachers have not received continuing training aimed at the issue of autism from the Municipal Secretary of Education and Culture. Regarding the supporting teachers, it emerged that three of them have received continuing training by the municipal secretary, and one has received any. In relation to teachers working on ASD, two of them said they have received continuing training courses, and one pointed out that, in these courses, any specific training on autism was offered. Furthermore, most of the teachers interviewed said they search on their own for further knowledge related to ASD, to improve their classroom work. Ahead of continuing education model developed by the municipal secretary of Francisco Beltrao, it was identified the existence of continuing education courses for teachers, but they are not a public policy in education. Regarding the “organization of pedagogical work” category, the interviews conducted have suggested that, for most of the teachers, the OPW is linked to the scope of didactical strategies developed in the classrooms, in addition to allowing the understanding of how each teacher organizes their pedagogical work, covering the teaching of students with autism, and the other students. So, it turns out that an understanding of OPW, without separating the pedagogical processes conducted in the classrooms, demands actions developed by the Municipal Secretary of Education aiming at scheduling time and space in the schools so that might be feasible. |