Formação continuada de professores do ensino médio para a educação especial na perspectiva da educação inclusiva
The public policies that emerged in the last two decades related to Special Education are policies whose purpose guaranteed a diversity of rights that allowed, among others, the access of students of this segment to the common classes of Regular Education and that, therefore, contributed to a sig...
| Autor principal: | Noronha, Lílian Freire |
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| Grau: | Dissertação |
| Idioma: | por |
| Publicado em: |
Instituto Federal do Amazonas
2018
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| Acesso em linha: |
http://repositorio.ifam.edu.br/jspui/handle/4321/77 |
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oai:localhost:4321-772018-05-23T19:31:12Z Formação continuada de professores do ensino médio para a educação especial na perspectiva da educação inclusiva Noronha, Lílian Freire Guerreiro, Elaine Maria Bessa Rebello http://lattes.cnpq.br/7534553739735381 Guerreiro, Elaine Maria Bessa Rebello http://lattes.cnpq.br/7534553739735381 Azevedo, Rosa Oliveira Marins http://lattes.cnpq.br/3056605003492861 Matos, Maria Almerinda de Souza http://lattes.cnpq.br/5590755531194676 Educação especial Educação inclusiva Formação continuada de professores CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::TECNOLOGIA EDUCACIONAL The public policies that emerged in the last two decades related to Special Education are policies whose purpose guaranteed a diversity of rights that allowed, among others, the access of students of this segment to the common classes of Regular Education and that, therefore, contributed to a significant increase of the number of enrollments. In this way, it is necessary to have a training so that the teacher is able to interact in the classroom. Thus, this research had the objective of analyzing the continuing education of teachers who work in the High School of IFAM for the teaching process of Special Education students in the perspective of Inclusive Education. Among the authors used, we highlight Sassaki (2009), Mantoan (2010), Fernandes (2011), Carneiro (2015) and Carvalho (2017). The study presents a qualitative approach to the phenomena, developed from a research Survey as a methodological strategy, with units of analysis focused on the sectors that offer continuing education and on teachers who work in High School. It also uses documentary and bibliographic research as a source of information. Data were collected through questionnaires for the two established units of analysis. Data were collected through questionnaires for the two established units of analysis. The results, for the DIPESP and DIREN sectors, showed that there is a greater approximation with the teachers. On the face of it, these activities performed tend to obtain greater results, since they are elaborated "by" and "for" teachers who know and understand the needs of this segment. However, in these two sectors there are no projects and activities related to Special Education in the form of continuing education. As for NAPNE, it is a nucleus that develops various activities and projects related to Special Education. However, there is little participation of students and teachers of the Institution. As for teachers, the most expressive result was 92.0% of respondents who did not perform any continuing education related to Special Education in the last three years. Positively, 53.1% of the research participants have read or heard about the National Policy on Special Education in the perspective of Inclusive Education against the percentage of 34.7% who did not hear about it. Related to NAPNE, 72.0% know this nucleus, but only 4.0% have already taken some courses in it. However, in a positive way, 81.6% of these respondents would be willing to take a course in NAPNE with this approach. The conclusion is that there is a need for a reformulation of the continuing education structure, related to Special Education, for IFAM teachers. Regarding the contributions, the research contributed to the clarification about how the ongoing formation of teachers who work with Special Education students is occurring. As well as to put in discussion this theme in the academic environment to try to provide reflections that come to materialize concrete actions for the quality of the students' teaching. As políticas públicas que surgiram nas últimas duas décadas relacionadas à Educação Especial são políticas cujo propósito garantiu uma diversidade de direitos que permitiram, entre outros, o acesso de alunos desse segmento às classes comuns do Ensino Regular e que, portanto, contribuíram para um aumento significativo do quantitativo de matriculas. Desse modo, faz-se necessário haver uma formação para que o professor esteja capacitado para interagir em sala de aula. Sendo assim, esta pesquisa teve como objetivo analisar a formação continuada de professores que atuam no Ensino Médio do IFAM para o processo de ensino do alunado da Educação Especial na Perspectiva da Educação Inclusiva. Dentre os autores utilizados destacamos Sassaki (2009), Mantoan (2010), Fernandes (2011), Carneiro (2015) e Carvalho (2017). O estudo apresenta uma abordagem qualitativa dos fenômenos, desenvolvido a partir de uma Pesquisa de Levantamento como estratégia metodológica, com unidades de análise focadas nos setores que ofertam a formação continuada e nos professores que atuam no Ensino Médio. Utiliza, ainda, como fonte de informação a pesquisa documental e bibliográfica. Os dados foram coletados através de questionários para as duas unidades de análise estabelecidas. Os resultados, quanto aos setores DIPESP e DIREN, evidenciaram que existe uma maior aproximação com os professores. À vista disso, essas atividades executadas tendem a obter maiores resultados, pois são elaboradas “por” e “para” professores que conhecem e entendem as necessidades desse segmento. Contudo, não há nesses dois setores projetos e atividades relacionadas à Educação Especial na modalidade de formação continuada. Quanto ao NAPNE, é um núcleo que desenvolve variadas atividades e projetos relacionados à Educação Especial. Entretanto, ocorre pouca participação de alunos e professores da Instituição. Quanto aos professores, o resultado mais expressivo foi o de 92,0% de respondentes da pesquisa que não realizaram nenhuma formação continuada, relacionada à Educação Especial, nos últimos três anos. Positivamente, 53,1% dos participantes da pesquisa já leram ou ouviram falar a respeito da Política Nacional de Educação Especial na perspectiva da Educação Inclusiva contra o percentual de 34,7% que não ouviu falar na mesma. Relacionado ao NAPNE, 72,0% conhecem esse núcleo, mas apenas 4,0% já realizaram algum curso nele. Contudo, de forma positiva, 81,6% desses respondentes estariam dispostos a realizar um curso no NAPNE com essa abordagem. A conclusão apresentada é que há a necessidade de uma reformulação da estrutura de formação continuada, referente à Educação Especial, para os professores do IFAM. Quanto às contribuições, a pesquisa contribuiu para o esclarecimento acerca de como está ocorrendo a formação continuada de professores que atuam junto aos alunos da Educação Especial. Assim como colocar em discussão essa temática no ambiente acadêmico para tentar propiciar reflexões que venham a materializar ações concretas para a qualidade do ensino dos alunos. 2018-05-23T19:31:12Z 2018-04-30 2018-05-23T19:31:12Z 2017-09-27 Dissertação http://repositorio.ifam.edu.br/jspui/handle/4321/77 por Acesso Aberto Instituto Federal do Amazonas Brasil Campus Manaus Centro Mestrado Profissional em Ensino Tecnológico (MPET) IFAM |
| institution |
Repositório Institucional - Instituto Federal do Amazonas - IFAM |
| collection |
IFAM-RI |
| language |
por |
| topic |
Educação especial Educação inclusiva Formação continuada de professores CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::TECNOLOGIA EDUCACIONAL |
| spellingShingle |
Educação especial Educação inclusiva Formação continuada de professores CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::TECNOLOGIA EDUCACIONAL Noronha, Lílian Freire Formação continuada de professores do ensino médio para a educação especial na perspectiva da educação inclusiva |
| topic_facet |
Educação especial Educação inclusiva Formação continuada de professores CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::TECNOLOGIA EDUCACIONAL |
| description |
The public policies that emerged in the last two decades related to Special Education are
policies whose purpose guaranteed a diversity of rights that allowed, among others, the access
of students of this segment to the common classes of Regular Education and that, therefore,
contributed to a significant increase of the number of enrollments. In this way, it is necessary
to have a training so that the teacher is able to interact in the classroom. Thus, this research
had the objective of analyzing the continuing education of teachers who work in the High
School of IFAM for the teaching process of Special Education students in the perspective of
Inclusive Education. Among the authors used, we highlight Sassaki (2009), Mantoan (2010),
Fernandes (2011), Carneiro (2015) and Carvalho (2017). The study presents a qualitative
approach to the phenomena, developed from a research Survey as a methodological strategy,
with units of analysis focused on the sectors that offer continuing education and on teachers
who work in High School. It also uses documentary and bibliographic research as a source of
information. Data were collected through questionnaires for the two established units of
analysis. Data were collected through questionnaires for the two established units of analysis.
The results, for the DIPESP and DIREN sectors, showed that there is a greater approximation
with the teachers. On the face of it, these activities performed tend to obtain greater results,
since they are elaborated "by" and "for" teachers who know and understand the needs of this
segment. However, in these two sectors there are no projects and activities related to Special
Education in the form of continuing education. As for NAPNE, it is a nucleus that develops
various activities and projects related to Special Education. However, there is little
participation of students and teachers of the Institution. As for teachers, the most expressive
result was 92.0% of respondents who did not perform any continuing education related to
Special Education in the last three years. Positively, 53.1% of the research participants have
read or heard about the National Policy on Special Education in the perspective of Inclusive
Education against the percentage of 34.7% who did not hear about it. Related to NAPNE,
72.0% know this nucleus, but only 4.0% have already taken some courses in it. However, in a
positive way, 81.6% of these respondents would be willing to take a course in NAPNE with
this approach. The conclusion is that there is a need for a reformulation of the continuing
education structure, related to Special Education, for IFAM teachers. Regarding the
contributions, the research contributed to the clarification about how the ongoing formation of
teachers who work with Special Education students is occurring. As well as to put in
discussion this theme in the academic environment to try to provide reflections that come to
materialize concrete actions for the quality of the students' teaching. |
| author_additional |
Guerreiro, Elaine Maria Bessa Rebello |
| author_additionalStr |
Guerreiro, Elaine Maria Bessa Rebello |
| format |
Dissertação |
| author |
Noronha, Lílian Freire |
| title |
Formação continuada de professores do ensino médio para a educação especial na perspectiva da educação inclusiva |
| title_short |
Formação continuada de professores do ensino médio para a educação especial na perspectiva da educação inclusiva |
| title_full |
Formação continuada de professores do ensino médio para a educação especial na perspectiva da educação inclusiva |
| title_fullStr |
Formação continuada de professores do ensino médio para a educação especial na perspectiva da educação inclusiva |
| title_full_unstemmed |
Formação continuada de professores do ensino médio para a educação especial na perspectiva da educação inclusiva |
| title_sort |
formação continuada de professores do ensino médio para a educação especial na perspectiva da educação inclusiva |
| publisher |
Instituto Federal do Amazonas |
| publishDate |
2018 |
| url |
http://repositorio.ifam.edu.br/jspui/handle/4321/77 |
| _version_ |
1787149862260703232 |
| score |
11.675608 |