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Percepções e formação dos professores em relação aos desafios comportamentais na escola
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| Dissertação de mestrado_43408 | 2.43 MB | Adobe PDF |
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Abstract(s)
A inclusão escolar no Brasil tem avançado em termos legais, políticos e conceituais, porém ainda enfrenta desafios significativos em sua aplicação no seu dia a dia, especialmente no que se refere ao manejo de comportamentos interferentes. Tais comportamentos interferem diretamente no processo de ensino-aprendizagem, nas relações sociais e na convivência em sala de aula, exigindo preparo técnico dos docentes. Este estudo teve como objetivo investigar as experiências de professores do ensino fundamental no enfrentamento desses comportamentos, buscando identificar as estratégias pedagógicas utilizadas, as barreiras enfrentadas e a influência da formação inicial e continuada. Participaram da pesquisa 10 professores atuantes em escolas públicas e privadas da cidade de Curitiba, Paraná, entrevistados por meio de roteiro semiestruturado. Os resultados evidenciam que os docentes enfrentam dificuldades expressivas no manejo dos comportamentos interferentes, relacionadas à ausência de formação específica, ao uso recorrente de rótulos comportamentais para caracterizar os alunos e à falta de apoio institucional efetivo. As estratégias adotadas são, em sua maioria intuitivas, individualizadas e desprovidas de embasamento técnico contínuo ou colaborativo. Além disso, a sobrecarga emocional e a escassez de suporte comprometem diretamente a eficácia das práticas inclusivas e afetam negativamente a saúde mental e o bem-estar dos profissionais. Os dados reforçam a necessidade de políticas públicas que assegurem formação continuada de qualidade, suporte técnico especializado nas escolas e valorização dos professores como agentes centrais para a efetivação de uma educação verdadeiramente inclusiva.
School inclusion in Brazil has progressed in legal, political, and conceptual terms; however, it still faces significant challenges in its daily application, especially concerning the management of interfering behaviors. Such behaviors directly affect the teaching-learning process, social relationships, and classroom coexistence, demanding technical preparation from teachers. This study aimed to investigate the experiences of elementary school teachers in addressing these behaviors, seeking to identify the pedagogical strategies used, the barriers faced, and the influence of both initial and continuing education. Ten teachers working in public and private schools in the city of Curitiba, Paraná, participated in the research and were interviewed using a semi-structured script. The results show that teachers face significant difficulties in managing interfering behaviors, which are related to the absence of specific training, the frequent use of behavioral labels to characterize students, and the lack of effective institutional support. The strategies adopted are mostly intuitive, individualized, and lack continuous or collaborative technical grounding. Furthermore, emotional overload and the shortage of support directly compromise the effectiveness of inclusive practices and negatively impact the mental health and well-being of professionals. The data reinforce the need for public policies that ensure high-quality continuing education, specialized technical support in schools, and the appreciation of teachers as central agents in the implementation of truly inclusive education.
School inclusion in Brazil has progressed in legal, political, and conceptual terms; however, it still faces significant challenges in its daily application, especially concerning the management of interfering behaviors. Such behaviors directly affect the teaching-learning process, social relationships, and classroom coexistence, demanding technical preparation from teachers. This study aimed to investigate the experiences of elementary school teachers in addressing these behaviors, seeking to identify the pedagogical strategies used, the barriers faced, and the influence of both initial and continuing education. Ten teachers working in public and private schools in the city of Curitiba, Paraná, participated in the research and were interviewed using a semi-structured script. The results show that teachers face significant difficulties in managing interfering behaviors, which are related to the absence of specific training, the frequent use of behavioral labels to characterize students, and the lack of effective institutional support. The strategies adopted are mostly intuitive, individualized, and lack continuous or collaborative technical grounding. Furthermore, emotional overload and the shortage of support directly compromise the effectiveness of inclusive practices and negatively impact the mental health and well-being of professionals. The data reinforce the need for public policies that ensure high-quality continuing education, specialized technical support in schools, and the appreciation of teachers as central agents in the implementation of truly inclusive education.
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Keywords
Inclusão escolar Comportamentos interferentes Formação docente School inclusion Interfering behaviors Teacher training