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Promoção da educação inclusiva no ensino fundamental nos anos finais no Estado de Pernambuco, formação de professores: currículo, importância atribuída, necessidades
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Abstract(s)
Esta pesquisa discute a formação de professores na perspectiva da inclusão escolar, esse é nosso objeto de estudo, considerando as representações sociais dos docentes da Educação Fundamental do estado de Pernambuco-Brasil. Nossa problemática está na tentativa de compreender a importância atribuída à inclusão por parte dos professores, no sentido de concretizar a educação inclusiva de todos os alunos no Ensino Regular. O problema de pesquisa busca investigar:Que modelo de formação inicial e continuada pode contribuir de forma significativa ao processo de inclusão de alunos com NEE? Com esse desafio, o objetivo geral: construir uma proposta de formação de professores que contribua com o processo de inclusão de alunos com NEE e como objetivos específicos: identificar as concepções dos professores a respeito de inclusão e formação; analisar as possibilidades de formação inicial e continuada que favoreçam de forma significativa o processo de inclusão de alunos com NEE de escolas públicas e privadas no estado de Pernambuco; refletir a formação inicial dos professores do Estado de Pernambuco numa perspectiva de inclusão; analisar os currículos dos cursos de formação (licenciatura) para professores das faculdades públicas e privadas de Pernambuco; identificar a importância atribuída pelos professores a respeito de sua formação continuada e analisar as necessidades que os professores enfrentam no processo de inclusão. A partir de uma revisão bibliográfica que destacou estudiosos da formação de professores e inclusão escolar como: Morgado(2003;2004), Garcia(1999), Nóvoa (1995), Peres(2001),Carvalho(2014), Gonzáles(2002), Mantoan(1997;2006),Tardif( 2002;2014), Schon(2000), Cunha( 2015), Ferreira(2017). Além desses autores, esse estudo tem como base, a teoria das representações sociais (Moscovici, 1978;2009), que nos auxiliou na coleta e análise das concepções de um grupo de professores de escolas públicas e privadas ao respeito das ideias sobre inclusão e formação de professores para inclusão. Uma pesquisa de abordagem qualitativa e como estratégia metodológica, optamos pela elaboração e aplicação de questionários e entrevistas semiestruturadas, utilizando também a análise documental e análise de conteúdo (Bardin,2011). Nossos dados revelam alguns resultados relevantes, no sentido de que a construção de um novo modelo de formação de professores para inclusão suscita romper com o paradigma da formação tradicional, que se baseia na homogeneidade e normalidade,superando a educação da mera integração para o paradigma da inclusão com base na diversidade e perspectiva de que todos aprenderam juntos, porém de formas diferentes.
This research discusses the formation of teachers in the perspective of school inclusion, this is our object of study, considering the social representations of the teachers of Fundamental Education in the state of Pernambuco-Brazil. Our problem is in the attempt to understand the importance attributed to inclusion by the teachers, in the sense of concretizing the inclusive education of all students in Regular Education. The research problem seeks to investigate: What initial and continuous training model can contribute significantly to the process of inclusion of students with SEN?With this challenge, the general objective is: to build a proposal for teacher training that contributes to the process of inclusion of students with SEN and as specific objectives: to identify the teachers' conceptions regarding inclusion and training; to analyze the possibilities of initial and continuous training that favor significantly the process of inclusion of students with SEN of public and private schools in the state of Pernambuco; to reflect the initial formation of the teachers of the State of Pernambuco in an inclusion perspective; to analyze the curricula of the training courses (undergraduate) for teachers of public and private schools in Pernambuco; to identify the importance attributed by teachers to their continuing education and to analyze the needs that teachers face in the inclusion process.From a bibliographical review that highlighted scholars of teacher training and school inclusion as: Morgado (2003; 2004), Garcia (1999), Nóvoa (1995), Peres (2001), Carvalho (2014), Gonzáles (2002), Mantoan (1997, 2006), Tardif (2002, 2014), Schon (2000), Cunha (2015), Ferreira (2017). In addition to these authors, this study is based on the theory of social representations (Moscovici, 1978; 2009) that assisted us in the collection and analysis of the conceptions of a group of teachers from public and private schools to the respect of ideas about inclusion and formation of teachers for inclusion. A research of qualitative approach and as methodological strategy, we opted for the elaboration and application of questionnaires and semi-structured interviews, also using documentary analysis and content analysis (Bardin, 2011). Our data reveal some relevant results, in the sense that the construction of a new model of teacher training for inclusion raises the paradigm of traditional training, which is based on homogeneity and normality, surpassing education from mere integration to the paradigm of inclusion based on diversity and perspective that all learn together, but in different ways.
This research discusses the formation of teachers in the perspective of school inclusion, this is our object of study, considering the social representations of the teachers of Fundamental Education in the state of Pernambuco-Brazil. Our problem is in the attempt to understand the importance attributed to inclusion by the teachers, in the sense of concretizing the inclusive education of all students in Regular Education. The research problem seeks to investigate: What initial and continuous training model can contribute significantly to the process of inclusion of students with SEN?With this challenge, the general objective is: to build a proposal for teacher training that contributes to the process of inclusion of students with SEN and as specific objectives: to identify the teachers' conceptions regarding inclusion and training; to analyze the possibilities of initial and continuous training that favor significantly the process of inclusion of students with SEN of public and private schools in the state of Pernambuco; to reflect the initial formation of the teachers of the State of Pernambuco in an inclusion perspective; to analyze the curricula of the training courses (undergraduate) for teachers of public and private schools in Pernambuco; to identify the importance attributed by teachers to their continuing education and to analyze the needs that teachers face in the inclusion process.From a bibliographical review that highlighted scholars of teacher training and school inclusion as: Morgado (2003; 2004), Garcia (1999), Nóvoa (1995), Peres (2001), Carvalho (2014), Gonzáles (2002), Mantoan (1997, 2006), Tardif (2002, 2014), Schon (2000), Cunha (2015), Ferreira (2017). In addition to these authors, this study is based on the theory of social representations (Moscovici, 1978; 2009) that assisted us in the collection and analysis of the conceptions of a group of teachers from public and private schools to the respect of ideas about inclusion and formation of teachers for inclusion. A research of qualitative approach and as methodological strategy, we opted for the elaboration and application of questionnaires and semi-structured interviews, also using documentary analysis and content analysis (Bardin, 2011). Our data reveal some relevant results, in the sense that the construction of a new model of teacher training for inclusion raises the paradigm of traditional training, which is based on homogeneity and normality, surpassing education from mere integration to the paradigm of inclusion based on diversity and perspective that all learn together, but in different ways.
Description
Tese de Doutoramento em Ciências da Educação na área de especialização em Formação de professores, apresentada no ISPA – Instituto Universitário
Keywords
Formação de professores Inclusão escolar Educação inclusiva Teacher training School inclusion Inclusive education