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Avaliação da inclusão escolar na perspectiva dos professores do ensino fundamental
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Abstract(s)
Esta pesquisa versa sobre a avaliação da inclusão por parte dos professores do ensino fundamental de uma escola da rede pública do Município de São Gonçalo, cidade metropolitana do Estado do Rio de Janeiro, especialmente no que se refere aos alunos com deficiência(s) e TGD. O objetivo da mesma foi investigar a avaliação dos professores sobre os impactos na vida escolar da educação especial na perspectiva da educação inclusiva, analisar e comparar as avaliações feitas pelos docentes a respeito desses impactos e verificar se a formação continuada influencia no processo de avaliação dos professores dos 1ºe 2º segmentos do Ensino Fundamental, assim como se estes professores reconhecem a importância da mesma para a construção da escola inclusiva. O estudo fundamenta-se em autores como: Ainscow, Mantoan, Jannuzzi, Alarcão, Rodrigues, Glat & Pletsch dentre outros, em razão da necessidade de se pensar na Educação Especial na perspectiva da Educação Inclusiva como agente de reflexão e de melhores práticas para o aluno público alvo da Educação Especial. A metodologia utilizada foi uma pesquisa de campo em uma escola da rede pública do Município de São Gonçalo, com a participação de dez (10) professores regentes e como instrumento de coleta de dados, utilizou-se uma entrevista semiestruturada analisada segundo Bardin (2011). Conclui-se que, entre outros fatores, a formação dos professores, apontada como problema central da educação brasileira, se não for fortalecida na perspectiva da formação em serviço, pouco terá a contribuir para a garantia do direito dos alunos com deficiências e TGD a aprenderem os conteúdos escolares.
This research deals with the evaluation of the inclusion by primary school teachers of a public school in the city of São Gonçalo, metropolitan city of the State of Rio de Janeiro, especially with regard to students with disabilities and TGD. The objective of this study was to investigate teachers' evaluation of the impacts on school life of special education from the perspective of inclusive education, to analyze and compare the evaluations made by teachers about these impacts, and to verify that continuing education influences the teacher evaluation process of the 1st and 2nd segments of Elementary School, as well as if these teachers recognize the importance of the same for the construction of the inclusive school. The study is based on authors such as: Ainscow, Mantoan, Jannuzzi, Alarcão, Rodrigues, Glat & Pletsch among others, due to the need to think of Special Education in the perspective of Inclusive Education as an agent for reflection and best practices for target student of Special Education. The methodology used was a field survey in a public school in the city of São Gonçalo, with the participation of ten (10) teachers and as a data collection instrument a semi-structured interview was used in order to be analyzed according to Bardin (2011). It is concluded that, among other factors, the training of teachers, as a central problem of Brazilian education, if it´s not strengthened in the perspective of in-service training, will have little contribution to guarantee the right of students with disabilities and TGD to learn school contents.
This research deals with the evaluation of the inclusion by primary school teachers of a public school in the city of São Gonçalo, metropolitan city of the State of Rio de Janeiro, especially with regard to students with disabilities and TGD. The objective of this study was to investigate teachers' evaluation of the impacts on school life of special education from the perspective of inclusive education, to analyze and compare the evaluations made by teachers about these impacts, and to verify that continuing education influences the teacher evaluation process of the 1st and 2nd segments of Elementary School, as well as if these teachers recognize the importance of the same for the construction of the inclusive school. The study is based on authors such as: Ainscow, Mantoan, Jannuzzi, Alarcão, Rodrigues, Glat & Pletsch among others, due to the need to think of Special Education in the perspective of Inclusive Education as an agent for reflection and best practices for target student of Special Education. The methodology used was a field survey in a public school in the city of São Gonçalo, with the participation of ten (10) teachers and as a data collection instrument a semi-structured interview was used in order to be analyzed according to Bardin (2011). It is concluded that, among other factors, the training of teachers, as a central problem of Brazilian education, if it´s not strengthened in the perspective of in-service training, will have little contribution to guarantee the right of students with disabilities and TGD to learn school contents.
Description
Keywords
Avaliação Educação especial na perspectiva da educação inclusiva Formação de professores Evaluation Special education in the perspective of inclusive education Teacher training