Formação do professor em educação inclusiva: um estudo da relação teórico/prática

• Ano de defesa: 2009
• Autor(a) principal: Falchetti, Shani
• Orientador(a): Prado, Eliane Mimesse
• Banca de defesa: Franco, Adriana de Fátima, Lüders, Valéria
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Tuiuti do Parana
• Programa de Pós-Graduação: Mestrado em Educação
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: Educação; Inclusão; Formação de professores
• Palavras-chave em Inglês: Education; Including; Teacher training
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Resumo em Inglês: It is clear that teacher education is the basic element in the construction and reconstruction of knowledge through teaching. The object of research is the Teacher Education for Inclusive Education - a criterion established by the state - in view of the urgent need to work on it further to the undergraduate teacher education. It aims to investigate the degree courses at universities in the city of Curitiba, the theoretical training and practice of inclusive education, to identify the academic background of teachers who work in the discipline of inclusive education and content that is taught in this discipline, know how they are prepared the minimum levels of inclusive education, to verify what the future prospects of the student in training based on curricular issuing the inclusive education in teaching practice and indicate how it is built teacher training in these courses. To be used as legal documents emanating from the UN (2006), the Brazilian legislation and UNESCO (1994). Theorists such as Mantoan (2006), new (2002) and Roberts (2003) are also be studied. Carried out qualitative research coordinators and teachers of Degree Courses mentioned in interviews and documentary analysis of the curricular framework of the four universities selected. The results indicate that the discipline of inclusive education is present in some of the courses analyzed, a fact that partially meets the provisions of the Brazilian educational policy of training teachers for inclusive education.
• Link de acesso: http://tede.utp.br:8080/jspui/handle/tede/1357

It is clear that teacher education is the basic element in the construction and reconstruction of knowledge through teaching. The object of research is the Teacher Education for Inclusive Education - a criterion established by the state - in view of the urgent need to work on it further to the undergraduate teacher education. It aims to investigate the degree courses at universities in the city of Curitiba, the theoretical training and practice of inclusive education, to identify the academic background of teachers who work in the discipline of inclusive education and content that is taught in this discipline, know how they are prepared the minimum levels of inclusive education, to verify what the future prospects of the student in training based on curricular issuing the inclusive education in teaching practice and indicate how it is built teacher training in these courses. To be used as legal documents emanating from the UN (2006), the Brazilian legislation and UNESCO (1994). Theorists such as Mantoan (2006), new (2002) and Roberts (2003) are also be studied. Carried out qualitative research coordinators and teachers of Degree Courses mentioned in interviews and documentary analysis of the curricular framework of the four universities selected. The results indicate that the discipline of inclusive education is present in some of the courses analyzed, a fact that partially meets the provisions of the Brazilian educational policy of training teachers for inclusive education.