Loading...
Publication
A formação docente para a educação especial e a prática profissional do professor
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.18 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Este trabalho é fruto de estudos teóricos e práticos realizados no Mestrado Acadêmico em Docência e Gestão da Educação da Universidade Fernando Pessoa (UFP). Tem como objetivo geral analisar o processo da formação do professor na universidade com relação à educação especial e a realidade encontrada na prática de ensino. Nesse sentido, a tendência é acreditar que a problemática sentida nos cursos de formação de professores está longe de ser superada, uma vez que as exigências legais e as políticas públicas modificam lentamente o cenário educacional brasileiro com relação a essa importante temática, carente de uma transformação significativa, que contribua efetivamente para o ensino e aprendizagem dos alunos com NEE no espaço escolar. A metodologia utilizada é de natureza qualitativa. No campo da abordagem qualitativa utilizou-se uma recolha de narrativas escritas dos professores do 1º ao 4º ano do ensino fundamental. A pesquisa de campo realizou-se em duas escolas localizadas no município de Fortaleza-Ceará. Procurou-se avaliar, quais as percepções dos docentes sobre sua formação inicial e seu impacto na prática profissional. Concluiu-se que, a Educação Inclusiva nem sempre está inserida na formação acadêmica do professor, e que a maioria dos cursos de licenciatura não possuem disciplinas que contemplem a inclusão. Assim, os professores têm que buscar formação em cursos extracurriculares. Esses profissionais lidam também com as frustrações que o sistema educacional proporciona, que muitas vezes começa pela infraestrutura da escola, do material disponível, da ausência da instituição de ensino no que tange ao acesso e a manutenção do aluno de NEE, além da limitação do aluno e do desconhecimento de alguns familiares sobre o diagnóstico do aluno. Esses professores buscam ter mais acesso às informações, mais cursos preparatórios e apoio da instituição de ensino. Como medidas sugeridas, propõe-se uma reformulação da estrutura do ensino superior que possa de fato incluir disciplinas que contemplem todas as necessidades de alunos de NEE, bem como a formação continuada do professor, para que o profissional possa a partir do conhecimento, aprofundar na prática pedagógica e nas estratégias de intervenção.
This work is the result of theoretical and practical studies carried out in the Master's Degree in Teaching and Management of Education of the Fernando Pessoa University (UFP) in Porto-Portugal. Its main objective is to analyze how the process of teacher education in the university occurs in relation to special education and the reality found in teaching practice. In this sense, the tendency is to believe that the problems experienced in teacher training courses are far from being overcome, since legal requirements and public policies slowly modify the Brazilian educational scenario in relation to this important subject, lacking a transformation Which effectively contributes to the teaching and learning of pupils with SEN in school. The methodology used is qualitative in nature. In the field of the qualitative approach a collection of written narratives of the teachers from the 1st to the 4th year of elementary school was used. The field research was carried out in two schools, one inclusive and another focused only on special students, located in the city of Fortaleza-Ceará. Attempts were made to evaluate, at a qualitative level, the teachers' perceptions about their initial formation and their impact on professional practice. It was concluded that according to the results of our research, Inclusive Education is not always included in the academic training of the teacher, and that most undergraduate courses do not have subjects that contemplate inclusion, with this, teachers have to seek training in extracurricular courses. These professionals also deal with the frustrations that the educational system provides, which often starts with the school infrastructure, the available material, the absence of the educational institution with regard to the access and maintenance of the student of SEN, in addition to the student's limitation And the lack of knowledge of some relatives about the student's diagnosis. These teachers seek to have more access to information, more preparatory courses and support from the educational institution. As suggested measures, it is proposed a reformulation of the structure of higher education that may, in fact, include disciplines that address all the needs of SEN students, as well as the continuous formation of the teacher, so that the professional can from the knowledge, deepen in the Pedagogical practice and intervention strategies.
This work is the result of theoretical and practical studies carried out in the Master's Degree in Teaching and Management of Education of the Fernando Pessoa University (UFP) in Porto-Portugal. Its main objective is to analyze how the process of teacher education in the university occurs in relation to special education and the reality found in teaching practice. In this sense, the tendency is to believe that the problems experienced in teacher training courses are far from being overcome, since legal requirements and public policies slowly modify the Brazilian educational scenario in relation to this important subject, lacking a transformation Which effectively contributes to the teaching and learning of pupils with SEN in school. The methodology used is qualitative in nature. In the field of the qualitative approach a collection of written narratives of the teachers from the 1st to the 4th year of elementary school was used. The field research was carried out in two schools, one inclusive and another focused only on special students, located in the city of Fortaleza-Ceará. Attempts were made to evaluate, at a qualitative level, the teachers' perceptions about their initial formation and their impact on professional practice. It was concluded that according to the results of our research, Inclusive Education is not always included in the academic training of the teacher, and that most undergraduate courses do not have subjects that contemplate inclusion, with this, teachers have to seek training in extracurricular courses. These professionals also deal with the frustrations that the educational system provides, which often starts with the school infrastructure, the available material, the absence of the educational institution with regard to the access and maintenance of the student of SEN, in addition to the student's limitation And the lack of knowledge of some relatives about the student's diagnosis. These teachers seek to have more access to information, more preparatory courses and support from the educational institution. As suggested measures, it is proposed a reformulation of the structure of higher education that may, in fact, include disciplines that address all the needs of SEN students, as well as the continuous formation of the teacher, so that the professional can from the knowledge, deepen in the Pedagogical practice and intervention strategies.
Description
Keywords
Professores Formação continuada Educação especial Alunos com NEE Continuing education Special education Students with SEN