Teacher’s formation for education special and indigene education modalities: interstitial spaces

Detalhes bibliográficos
Autor(a) principal: da Silva, Joao Henrique
Data de Publicação: 2016
Outros Autores: Bruno, Marilda Moraes Garcia
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação
Texto Completo: https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/18382
Resumo: This report of research discuss teacher’s formation for Educational Specialized Attendance (ESA) in the interface with indigene school education. Four teachers participated of ESA in indigene school in Dourados (Mato Grosso do Sul/Brazil). The general objective was develop, in conjunct with those teachers, a program of continued formation to investigate in pedagogical actions presented in Multifunctional Resources Classrooms (MRC) and analyze impasses, obstacles and challenges of ESA and school inclusion. It was based on cultural studies and collaborative research, using semi-structured interview, collective interview and camp diary. The results shown: necessity of initial/continued formation for teachers of ESA, which are adequate to specialties of indigene schools; politic of teacher’s formation has as challenge the overcoming of hegemonic practices and traffic among interstitial spaces and knowledge frontiers; emergency of (re)signification of ESA in the intercultural perspective and critic exercise of pedagogical practice. 
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spelling Teacher’s formation for education special and indigene education modalities: interstitial spacesLa formación docente para las modalidades educación especial y educación indígena: espacios intersticialesFormação dos professores para as modalidades educação especial e educação indígena: espaços intersticiaisTeacher’s formation. Special education. Indigene education.Formación de profesores. Educación especial. Educación indígena.Formação de professores. Educação especial. Educação indígena.This report of research discuss teacher’s formation for Educational Specialized Attendance (ESA) in the interface with indigene school education. Four teachers participated of ESA in indigene school in Dourados (Mato Grosso do Sul/Brazil). The general objective was develop, in conjunct with those teachers, a program of continued formation to investigate in pedagogical actions presented in Multifunctional Resources Classrooms (MRC) and analyze impasses, obstacles and challenges of ESA and school inclusion. It was based on cultural studies and collaborative research, using semi-structured interview, collective interview and camp diary. The results shown: necessity of initial/continued formation for teachers of ESA, which are adequate to specialties of indigene schools; politic of teacher’s formation has as challenge the overcoming of hegemonic practices and traffic among interstitial spaces and knowledge frontiers; emergency of (re)signification of ESA in the intercultural perspective and critic exercise of pedagogical practice. Este informe de investigación analiza la formación de los profesores para el Atendimiento Educacional Especializado (AEE) en relación a la educación indígena. Los participantes del estudio fueron cuatro maestros de las escuelas indias AEE de Dourados (Mato Grosso do Sul). El objetivo general fue desarrollar, en conjunto con estos maestros, un programa de educación continua para investigar las acciones pedagógicas presentes en las Salas de Recursos Multifuncionales (SRM) y analizar las dificultades, los obstáculos y los desafíos del AEE y de la inclusión escolar. Se basó en los estudios culturales y en la investigación colaborativa, haciendo uso de las entrevistas semiestructuradas, conferencias de prensa colectivas y diario de campo. Los resultados mostraron: la necesidad de educación inicial/continua para los profesores de la AEE, adecuadas a las particularidades de las escuelas indígenas; la política de la formación de los profesores tiene el reto de superar las prácticas hegemónicas y el tránsito entre diferentes espacios intersticiales y fronteras del conocimiento; la emergencia de (re)significación del AEE en una perspectiva intercultural y ejercicio crítico de la pedagógica.Este relato de pesquisa discute a formação de professores para o Atendimento Educacional Especializado (AEE) na interface com a educação escolar indígena. Participaram do estudo quatro professores do AEE em escolas indígenas de Dourados (MS). O objetivo geral foi desenvolver, em conjunto com esses professores, um programa de formação continuada para investigar as ações pedagógicas presentes nas Salas de Recursos Multifuncionais (SRMs) e analisar os impasses, os obstáculos os desafios do AEE e da inclusão escolar. Fundamentou-se nos estudos culturais a na pesquisa colaborativa, fazendo uso de entrevista semiestruturada, entrevista coletiva e diário de campo. Os resultados evidenciaram: a necessidade de formação inicial/continuada para professores do AEE, adequadas às especificidades das escolas indígenas; a política de formação dos professores como desafio para a superação das práticas hegemônicas e o trânsito entre diferentes espaços intersticiais e fronteiras dos conhecimentos; a emergência da (re)significação do AEE numa perspectiva intercultural e de exercício crítico do fazer pedagógico.Editora da PUCRS - ediPUCRS2016-12-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPolíticas e práticas de formaçãoapplication/pdfhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/1838210.15448/1981-2582.2016.3.18382Educação; Vol. 39 No. 3 (2016); 327-333Educação; Vol. 39 Núm. 3 (2016); 327-333Educação; v. 39 n. 3 (2016); 327-3331981-25820101-465X10.15448/1981-2582.2016.3reponame:Educaçãoinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSporhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/18382/15139da Silva, Joao HenriqueBruno, Marilda Moraes Garciainfo:eu-repo/semantics/openAccess2016-12-22T21:21:14Zoai:ojs.revistaseletronicas.pucrs.br:article/18382Revistahttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/indexONGhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/oaieditora.periodicos@pucrs.br||reveduc@pucrs.br1981-25820101-465Xopendoar:2016-12-22T21:21:14Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false
dc.title.none.fl_str_mv Teacher’s formation for education special and indigene education modalities: interstitial spaces
La formación docente para las modalidades educación especial y educación indígena: espacios intersticiales
Formação dos professores para as modalidades educação especial e educação indígena: espaços intersticiais
title Teacher’s formation for education special and indigene education modalities: interstitial spaces
spellingShingle Teacher’s formation for education special and indigene education modalities: interstitial spaces
da Silva, Joao Henrique
Teacher’s formation. Special education. Indigene education.
Formación de profesores. Educación especial. Educación indígena.
Formação de professores. Educação especial. Educação indígena.
title_short Teacher’s formation for education special and indigene education modalities: interstitial spaces
title_full Teacher’s formation for education special and indigene education modalities: interstitial spaces
title_fullStr Teacher’s formation for education special and indigene education modalities: interstitial spaces
title_full_unstemmed Teacher’s formation for education special and indigene education modalities: interstitial spaces
title_sort Teacher’s formation for education special and indigene education modalities: interstitial spaces
author da Silva, Joao Henrique
author_facet da Silva, Joao Henrique
Bruno, Marilda Moraes Garcia
author_role author
author2 Bruno, Marilda Moraes Garcia
author2_role author
dc.contributor.author.fl_str_mv da Silva, Joao Henrique
Bruno, Marilda Moraes Garcia
dc.subject.por.fl_str_mv Teacher’s formation. Special education. Indigene education.
Formación de profesores. Educación especial. Educación indígena.
Formação de professores. Educação especial. Educação indígena.
topic Teacher’s formation. Special education. Indigene education.
Formación de profesores. Educación especial. Educación indígena.
Formação de professores. Educação especial. Educação indígena.
description This report of research discuss teacher’s formation for Educational Specialized Attendance (ESA) in the interface with indigene school education. Four teachers participated of ESA in indigene school in Dourados (Mato Grosso do Sul/Brazil). The general objective was develop, in conjunct with those teachers, a program of continued formation to investigate in pedagogical actions presented in Multifunctional Resources Classrooms (MRC) and analyze impasses, obstacles and challenges of ESA and school inclusion. It was based on cultural studies and collaborative research, using semi-structured interview, collective interview and camp diary. The results shown: necessity of initial/continued formation for teachers of ESA, which are adequate to specialties of indigene schools; politic of teacher’s formation has as challenge the overcoming of hegemonic practices and traffic among interstitial spaces and knowledge frontiers; emergency of (re)signification of ESA in the intercultural perspective and critic exercise of pedagogical practice. 
publishDate 2016
dc.date.none.fl_str_mv 2016-12-22
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Políticas e práticas de formação
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/18382
10.15448/1981-2582.2016.3.18382
url https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/18382
identifier_str_mv 10.15448/1981-2582.2016.3.18382
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/18382/15139
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
dc.source.none.fl_str_mv Educação; Vol. 39 No. 3 (2016); 327-333
Educação; Vol. 39 Núm. 3 (2016); 327-333
Educação; v. 39 n. 3 (2016); 327-333
1981-2582
0101-465X
10.15448/1981-2582.2016.3
reponame:Educação
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instname_str Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
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reponame_str Educação
collection Educação
repository.name.fl_str_mv Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
repository.mail.fl_str_mv editora.periodicos@pucrs.br||reveduc@pucrs.br
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