PROMOTING CONTINUING TRAINING ON INCLUSION IN THE PERCEPTION OF EDUCATORS IN THE PUBLIC SYSTEM IN DISTRITO FEDERAL/BRAZL: ADVANCES AND CHALLENGES

• Autor(a) principal: OLIVEIRA, Aline
• Data de Publicação: 2022
• Outros Autores: Carvalho Leme Moura VÉRAS, Sonia
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Diálogos e Perspectivas em Educação Especial (Online)
• Texto Completo: https://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/13523
• topic: Formação Continuada; Inclusão; Docência

The article presents the result of a research to analyze the impact of the promotion of continuing education, aimed at specialized teachers of the Resource Rooms (Sala de Recursos) of the Public-School Network of the Federal District, identifying how this can help in the challenges of specialized educational care. The ontological basis of the present investigation was Phenomenology, which values meaningful perceptions of the lived. The research from databases of CAPES was carried out contemplating the themes that generate continued training, disability, and inclusion, with theoretical contributions from Mantoan, Husserl, Giorgi, Sonza and Garcia. A semi-structured online questionnaire was used as an instrument for data collection and data generation, with questions that addressed the detailing of continuing education in terms of workload, thematic distribution and experience in inclusive activities, the degree of satisfaction with training, recommendations and doubts that persist, so that care is considered appropriate to the type of need of each student deficiency. The results showed that half of the 14 surveyed teachers consider that the continuing education received is only of average quality, that there is a lack of assistive technological resources, a lack of appreciation for the work of the teachers of the Resource Rooms, as well as, that there is no support of teachers who hold classroom, creating a distance that does not contribute to a parallel and complementary effort, which would bring positive results for students with disabilities. For research participants, the inclusion process is still under development.