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Formação docente e os desafios para uma educação socioemocional no contexto da educação inclusiva no ensino superior
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| Dissertação_de_mestrado_42179 | 2.45 MB | Adobe PDF |
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Abstract(s)
A educação constitui um dos componentes importantes para o processo de formação do professor, bem como um contributo para o desenvolvimento das competências cognitivas, intelectuais e socioemocionais destes e dos educandos. Esta investigação teve como objetivo geral compreender a relação entre a formação docente e a educação socioemocional no que diz respeito aos seus contributos e desafios no âmbito da educação inclusiva. A abordagem quantitativa descritiva de pesquisa permitiu inquirir, por meio de questionário, 32 professores que lecionam numa Instituição de Ensino Superior (IES) do Estado do Maranhão. Concluiu-se que os participantes da pesquisa compreendem o quanto é importante a formação continuada, especialmente em relação à inclusão na educação e às questões socioemocionais. No entanto, a grande maioria dos inquiridos afirma que a formação docente não foi suficiente para proporcionar a mediação dos processos de aprendizagem em sala de aula e que, realmente, é importante a inclusão de conteúdos relacionados com a educação emocional na formação inicial dos professores. Em relação aos desafios da formação docente para a educação socioemocional, no contexto da educação inclusiva, há uma distribuição mais igualitária, sendo que há tantos professores que afirmam ter dificuldade de relacionar teoria e prática para mediar os processos de aprendizagem e desenvolvimento das emoções dos alunos com Necessidades Especiais, como os que respondem ter dificuldade na elaboração do plano de trabalho que contemple ações para o desenvolvimento e potencialização da educação socioemocional inclusiva. Conclui-se ainda que a grande maioria dos inquiridos atribui uma grande importância ao facto de estes alunos poderem ter a oportunidade de fazer uma graduação no ensino superior.
Education is an essential component in the teacher training process, as well as a crucial factor in the cognitive, intellectual, and socio-emotional development of both teachers and students. This study aimed to understand the relationship between teacher training and socio-emotional education, focusing on its contributions and challenges within inclusive education. The descriptive quantitative research approach involved a survey conducted with 32 teachers from a Higher Education Institution (HEI) in Maranhão, Brazil. The findings indicate that the participants recognize the importance of continuous training, particularly regarding inclusion in education and socio-emotional aspects. However, most respondents stated that their teacher training was insufficient to facilitate the mediation of learning processes in the classroom. They emphasized the need for the inclusion of emotional education content in initial teacher training programs. Regarding the challenges of teacher training for socio-emotional education in the context of inclusive education, there is an even distribution of difficulties. Some teachers struggle to link theory and practice to effectively mediate students' learning and emotional development, while others find it challenging to design work plans that incorporate actions for the development and enhancement of inclusive socio-emotional education. The study also concludes that the majority of respondents consider it highly significant that students with special needs have the opportunity to pursue higher education.
Education is an essential component in the teacher training process, as well as a crucial factor in the cognitive, intellectual, and socio-emotional development of both teachers and students. This study aimed to understand the relationship between teacher training and socio-emotional education, focusing on its contributions and challenges within inclusive education. The descriptive quantitative research approach involved a survey conducted with 32 teachers from a Higher Education Institution (HEI) in Maranhão, Brazil. The findings indicate that the participants recognize the importance of continuous training, particularly regarding inclusion in education and socio-emotional aspects. However, most respondents stated that their teacher training was insufficient to facilitate the mediation of learning processes in the classroom. They emphasized the need for the inclusion of emotional education content in initial teacher training programs. Regarding the challenges of teacher training for socio-emotional education in the context of inclusive education, there is an even distribution of difficulties. Some teachers struggle to link theory and practice to effectively mediate students' learning and emotional development, while others find it challenging to design work plans that incorporate actions for the development and enhancement of inclusive socio-emotional education. The study also concludes that the majority of respondents consider it highly significant that students with special needs have the opportunity to pursue higher education.
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Keywords
Formação docente Educação socioemocional Educação inclusiva Ensino superior Teacher training Socio-emotional education Inclusive education Higher education