Analyzing the contributions of the Programa Nacional pela Alfabetização na Idade Certa against inclusive classroom studies of mentor teachers

• Autor(a) principal: Rech, Andréia Jaqueline Devalle
• Data de Publicação: 2014
• Outros Autores: Antunes, Helenise Sangoi, Ávila, Cinthia Cardona de, Oliveira, Glaucimara Pires, Silva, Vanir Ferrão da
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/16465
• topic: Inclusive Education; Teaching practice; Processes of teaching and learning.; Educação Inclusiva; Prática pedagógica; Processos de ensino e aprendizagem.

The literacy of students with disabilities has been one of the biggest challenges that teachers encounter during the school inclusion. Therefore, invest in continued development of this teacher will contribute to him reframe his practice leading him to believe in literacy of students with disabilities. These questions that this research was proposed was questioning. The purpose of it was to conduct a review of the possible contributions that the Programa Nacional pela Alfabetização na Idade Certa - PNAIC brought teachers guiding the study, participants in the program, with respect to pedagogical practice against pupils with special educational needs, means of a semistructured interview. Thus, we performed a survey in which 347 teachers guiding studies PNAIC/Rio Grande do Sul participated, coordinated by the Universidade Federal de Santa Maria. After analyzing the data, it was found that the PNAIC contributed the inclusive classroom of 74.06% of guiding the study. We also found that the program has contributed significantly to the professional and personal development of these teachers, providing a forum for exchange of experience culminating in reflections on their teaching practices across the heterogeneity that is present in the classroom.