Loading...
Publication
Aprendizagem inclusiva da matemática: formação do professor para o trabalho com a inclusão no ensino fundamental II
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.96 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Este estudo objetivou analisar as formações inicial e continuada dos professores de Matemática do Ensino Fundamental II, bem como as metodologias utilizadas pelos profissionais em classes inclusivas, nas escolas públicas estaduais do estado de São Paulo. A partir de uma questão de investigação, delineou-se o objetivo geral, cuja proposta é analisar as formações, inicial e continuada dos professores de Matemática do Ensino Fundamental II, bem como as metodologias de ensino utilizadas por esses profissionais em classes inclusivas, nas escolas públicas estaduais do estado de São Paulo. Optou-se por uma pesquisa de natureza quantitativa, cujo instrumento utilizado para a recolha de dados foi o inquérito por questionário, e o tratamento das informações obtidas foi feito através do Statistical Package for the Social Sciences (SPSS), versão 20.0 para Windows. Foram inquiridos 33 Professores. Concluiu-se que os professores têm consciência da lacuna existente em sua formação inicial, no que se refere aos professores conhecimentos e práticas pedagógicas sobre a educação inclusiva. Constatou-se ainda que os profissionais não se neguem à formação continuada, porém, precisam de tempo e espaço adequados para a efetivação dessa formação. Observou-se também que há uma preocupação latente, por parte dos professores, quanto à ausência de profissionais especialistas nas escolas, bem como a baixa participação das famílias dos alunos com deficiência. Em linhas gerais, os professores sugerem como medida prioritária para a superação das eventuais dificuldades que surgem no cotidiano escolar, à capacitação dos profissionais para o trabalho com alunos com deficiência.
This study aimed to analyze the initial and continuing training of Mathematic teachers in Elementary School, as well as the methodologies used by professionals in inclusive classes, in public schools in the state of São Paulo. From a research question, the general objective of the research was outlined whose proposal is to analyze the initial and continuous training of Mathematics teachers in Elementary School II, as well as the teaching methodologies used by these professionals in inclusive classes, in state public schools in the state of São Paulo. It has been chosen a quantitative research, whose instrument used for data collect was the questionnaire survey, and the treatment of the information obtained was done through the Statistical Package for the Social Sciences (SPSS), version 20.0 for Windows. Thirty-three teachers were interviewed. It was concluded that teachers are aware of the gap existing in their initial training, with regard to knowledge and pedagogical practices on inclusive education. It was also found that professionals do not refuse continuing education, however, they need adequate time and space to carry out this training. It was also observed that there is a latent concern of teachers, about the lack of specialist professionals in schools, as well as the low participation of families of students with disabilities. In general, teachers suggest as a priority measure for overcoming any difficulties that arise in the school routine, the training of professional to work with students with disabilities.
This study aimed to analyze the initial and continuing training of Mathematic teachers in Elementary School, as well as the methodologies used by professionals in inclusive classes, in public schools in the state of São Paulo. From a research question, the general objective of the research was outlined whose proposal is to analyze the initial and continuous training of Mathematics teachers in Elementary School II, as well as the teaching methodologies used by these professionals in inclusive classes, in state public schools in the state of São Paulo. It has been chosen a quantitative research, whose instrument used for data collect was the questionnaire survey, and the treatment of the information obtained was done through the Statistical Package for the Social Sciences (SPSS), version 20.0 for Windows. Thirty-three teachers were interviewed. It was concluded that teachers are aware of the gap existing in their initial training, with regard to knowledge and pedagogical practices on inclusive education. It was also found that professionals do not refuse continuing education, however, they need adequate time and space to carry out this training. It was also observed that there is a latent concern of teachers, about the lack of specialist professionals in schools, as well as the low participation of families of students with disabilities. In general, teachers suggest as a priority measure for overcoming any difficulties that arise in the school routine, the training of professional to work with students with disabilities.
Description
Keywords
Formação de professores Educação inclusiva Educação matemática inclusiva Metodologias de ensino Dificuldades dos professores face à inclusão Teacher training Inclusive education Inclusive mathematic education Teaching methodologies Teachers' difficulties in face of inclusion