Formation of teachers of chemistry in the context of inclusive education

Detalhes bibliográficos
Autor(a) principal: Paula, Tatiane Estácio de
Data de Publicação: 2018
Outros Autores: Guimarães, Orliney Maciel, Silva, Camila Silveira da
Tipo de documento: Artigo
Idioma: por
Título da fonte: Alexandria (Florianópolis)
Texto Completo: https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n1p3
Resumo: The present work discusses the educational needs of teachers of Chemistry in the context of inclusion of students with visual impairment. The sources of information are comprised of the survey of national productions including: periodicals, national events of Teaching Chemistry and Science Teaching and the dissertations and theses of graduate programs at the national level. In addition to conducting semi-structured interviews with three researchers in the area of Science Education in Brazil, which has productions focused on Inclusive Education. Data analysis was performed based on Discursive Textual Analysis methodology. We found that the teacher training process demands guidelines on respect for diversity, assessment and methodology, as well as knowledge about disability categories to propose adaptations in order to meet the diversity of students present in school institutions
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spelling Formation of teachers of chemistry in the context of inclusive educationFormação de professores de química no contexto da educação inclusivaThe present work discusses the educational needs of teachers of Chemistry in the context of inclusion of students with visual impairment. The sources of information are comprised of the survey of national productions including: periodicals, national events of Teaching Chemistry and Science Teaching and the dissertations and theses of graduate programs at the national level. In addition to conducting semi-structured interviews with three researchers in the area of Science Education in Brazil, which has productions focused on Inclusive Education. Data analysis was performed based on Discursive Textual Analysis methodology. We found that the teacher training process demands guidelines on respect for diversity, assessment and methodology, as well as knowledge about disability categories to propose adaptations in order to meet the diversity of students present in school institutionsO presente trabalho discute sobre a formação de professores de Química no contexto da educação inclusiva. As fontes de informação compõem-se do levantamento das produções nacionais contemplando: periódicos, eventos nacionais de Ensino de Química e de Ensino de Ciências e dissertações e teses dos programas de pós-graduação em nível nacional. Além da realização de entrevistas semiestruturadas com três pesquisadores da área de Educação em Ciências do Brasil, que têm produções voltadas para a Educação Inclusiva. A análise dos dados foi realizada com base na metodologia de Análise Textual Discursiva. Constatamos que o processo formativo docente demanda orientações sobre o respeito à diversidade, na avaliação e na metodologia, bem como conhecimentos sobre as categorias de deficiência para propor adaptações com intuito de atender a diversidade de alunos presentes nas instituições escolares.Universidade Federal de Santa Catarina2018-05-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n1p310.5007/1982-5153.2018v11n1p3Alexandria: Revista de Educação em Ciência e Tecnologia; v. 11 n. 1 (2018); 3-291982-5153reponame:Alexandria (Florianópolis)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n1p3/36687Copyright (c) 2018 Alexandria: Revista de Educação em Ciência e Tecnologiainfo:eu-repo/semantics/openAccessPaula, Tatiane Estácio deGuimarães, Orliney MacielSilva, Camila Silveira da2018-05-21T12:47:11Zoai:periodicos.ufsc.br:article/47260Revistahttps://periodicos.ufsc.br/index.php/alexandria/oai1982-51531982-5153opendoar:2018-05-21T12:47:11Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv Formation of teachers of chemistry in the context of inclusive education
Formação de professores de química no contexto da educação inclusiva
title Formation of teachers of chemistry in the context of inclusive education
spellingShingle Formation of teachers of chemistry in the context of inclusive education
Paula, Tatiane Estácio de
title_short Formation of teachers of chemistry in the context of inclusive education
title_full Formation of teachers of chemistry in the context of inclusive education
title_fullStr Formation of teachers of chemistry in the context of inclusive education
title_full_unstemmed Formation of teachers of chemistry in the context of inclusive education
title_sort Formation of teachers of chemistry in the context of inclusive education
author Paula, Tatiane Estácio de
author_facet Paula, Tatiane Estácio de
Guimarães, Orliney Maciel
Silva, Camila Silveira da
author_role author
author2 Guimarães, Orliney Maciel
Silva, Camila Silveira da
author2_role author
author
dc.contributor.author.fl_str_mv Paula, Tatiane Estácio de
Guimarães, Orliney Maciel
Silva, Camila Silveira da
description The present work discusses the educational needs of teachers of Chemistry in the context of inclusion of students with visual impairment. The sources of information are comprised of the survey of national productions including: periodicals, national events of Teaching Chemistry and Science Teaching and the dissertations and theses of graduate programs at the national level. In addition to conducting semi-structured interviews with three researchers in the area of Science Education in Brazil, which has productions focused on Inclusive Education. Data analysis was performed based on Discursive Textual Analysis methodology. We found that the teacher training process demands guidelines on respect for diversity, assessment and methodology, as well as knowledge about disability categories to propose adaptations in order to meet the diversity of students present in school institutions
publishDate 2018
dc.date.none.fl_str_mv 2018-05-21
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n1p3
10.5007/1982-5153.2018v11n1p3
url https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n1p3
identifier_str_mv 10.5007/1982-5153.2018v11n1p3
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n1p3/36687
dc.rights.driver.fl_str_mv Copyright (c) 2018 Alexandria: Revista de Educação em Ciência e Tecnologia
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Alexandria: Revista de Educação em Ciência e Tecnologia
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Catarina
publisher.none.fl_str_mv Universidade Federal de Santa Catarina
dc.source.none.fl_str_mv Alexandria: Revista de Educação em Ciência e Tecnologia; v. 11 n. 1 (2018); 3-29
1982-5153
reponame:Alexandria (Florianópolis)
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Alexandria (Florianópolis)
collection Alexandria (Florianópolis)
repository.name.fl_str_mv Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv
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