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Publication
A educação inclusiva dos alunos com transtorno do desenvolvimento intelectual: percepção de estudantes de pedagogia e sua formação
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Abstract(s)
O presente estudo busca compreender a percepção de estudantes de pedagogia sobre seu processo de formação para poderem atuar numa escola inclusiva. A pesquisa foi aplicada em quatro instituições de ensino superior da cidade de Joinville, estado de Santa Catarina, Brasil, no ano de 2019. Optou-se por um estudo de natureza quantitativa que teve como instrumento de coleta de dados o inquérito por questionário, aplicado a 55 participantes. Concluiu-se que a maioria dos inquiridos já tiveram experiência de contacto com pessoas com TDI no final da sua formação e que a percentagem dos que sentem dificuldade na interação com estas pessoas é muito semelhante com os que não sentem. No que se refere à inclusão destes alunos numa sala de aula os futuros professores na sua maioria discordam que a sua presença possa contribuir para que os outros alunos assumam condutas inadequadas. No entanto quando se coloca a questão que a sua presença numa sala de aula possa atenuar as diferenças entre eles e os seus companheiros, a maioria discorda ou está indecisa. A presença de um aluno com TDI na sala de aula para os participantes não interfere com o progresso dos seus colegas, pois a maioria concorda a afirmação. No entanto verifica-se que os futuros professores têm uma perceção diferente dos que estão a favor da inclusão dos alunos com TDI no ensino regular, uma vez que consideram que na realidade, estes, estão pouco interessados em melhorar a qualidade do ensino, pois a maioria diz concordar com esta afirmação. Conclui-se ainda que a condição mais relevante para os inquiridos relaciona-se com a formação específica que os prepara para trabalhar com classes heterogéneas pois a maioria considera totalmente importante o aumento de horas de preparação para a educação inclusiva no currículo das faculdades de pedagogia. Constatamos também que os estudantes consideram muito importante, a condição matérias especificas para trabalhar com alunos com TDI e enunciam a formação em atitudes inclusivas importante.
The present study seeks to understand the perception of pedagogy students about their training process in order to be able to work in an inclusive school. The research was applied in four higher education institutions in the city of Joinville, state of Santa Catarina, Brazil, in 2019. We opted for a quantitative study that had as a data collection instrument the questionnaire survey, applied to 55 participants. It was concluded that most respondents have had experience of contact with people with TDI at the end of their training and that the percentage of those who experience interaction with these people is very similar to those who do not feel. With regard to the inclusion of these students in a classroom, future teachers mostly disagree that their presence can contribute to other students taking inappropriate conduct. However, when you question that your presence in a classroom can mitigate the differences between them and their companions, most disagree or are undecided. The presence of a student with TDI in the classroom for participants does not interfere with the progress of their peers, as most agree the statement. However, it is found that future teachers have a different perception of those who are in favour of including pupils with TDI in regular education, as they believe that in reality, they are not interested in improving the quality of education, because the majority says they agree with this statement. It is also concluded that the most relevant condition for respondents relates to the specific training that prepares them to work with heterogeneous classes because most consider it totally important to increase hours of preparation for education curriculum of pedagogy colleges. We also note that students consider it very important, the condition specific subjects to work with students with TDI and enunciate training in important inclusive attitudes.
The present study seeks to understand the perception of pedagogy students about their training process in order to be able to work in an inclusive school. The research was applied in four higher education institutions in the city of Joinville, state of Santa Catarina, Brazil, in 2019. We opted for a quantitative study that had as a data collection instrument the questionnaire survey, applied to 55 participants. It was concluded that most respondents have had experience of contact with people with TDI at the end of their training and that the percentage of those who experience interaction with these people is very similar to those who do not feel. With regard to the inclusion of these students in a classroom, future teachers mostly disagree that their presence can contribute to other students taking inappropriate conduct. However, when you question that your presence in a classroom can mitigate the differences between them and their companions, most disagree or are undecided. The presence of a student with TDI in the classroom for participants does not interfere with the progress of their peers, as most agree the statement. However, it is found that future teachers have a different perception of those who are in favour of including pupils with TDI in regular education, as they believe that in reality, they are not interested in improving the quality of education, because the majority says they agree with this statement. It is also concluded that the most relevant condition for respondents relates to the specific training that prepares them to work with heterogeneous classes because most consider it totally important to increase hours of preparation for education curriculum of pedagogy colleges. We also note that students consider it very important, the condition specific subjects to work with students with TDI and enunciate training in important inclusive attitudes.
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Keywords
Educação inclusiva Formação de professores Estudantes de pedagogia Percepções e atitudes face à inclusão Inclusive education Teacher training Pedagogy students Perceptions and attitudes towards inclusion