Continuing education from the perspective of inclusion through research and extension: mediating roles between theory and practice in establishing study-reflection groups

Detalhes bibliográficos
Autor(a) principal: Lima de Almeida, Mariangela
Data de Publicação: 2023
Outros Autores: Vidal da Silva, Nazareth, Baumgartem França, Bárbara Rebecca, Lemos Leal Reis, Marcela
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Brasileira de Estudos Pedagógicos (Online)
Texto Completo: https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/5699
Resumo: The main focus of this qualitative study is the continuing education from the perspective of inclusion through research and extension. The need of cooperative relationships between university and society/school through research and extension can contribute to a production of knowledge that encompasses social context. Thus, this study seeks to analyze the possibility of professional continuing education from the perspective of school inclusion of the special education target audience, through research and extension in establishing study-reflection groups, in a partnership between university and (state and municipal) education networks. The current data have been collected by a research group (registered in the CNPq Research Directory) that has produced research and extension on continuing education through a perspective of inclusion. A critical-collaborative action research was employed as theoretical-methodological reference, based on Jürgen Habermas’ communicative rationality and the mediating roles of theory and practice. Study-reflection groups under analysis were composed of special education managers, professionals in education networks, researchers, teachers, and students from a federal university. Data indicate the possibility of developing and implementing continuing education processes from an emancipatory perspective, democratically producing knowledge through self-reflection.
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spelling Continuing education from the perspective of inclusion through research and extension: mediating roles between theory and practice in establishing study-reflection groupsFormación continua a partir de la perspectiva inclusiva por medio de la investigación y la extensión: las funciones mediadoras de la relación teoría y práctica en la constitución de grupos de estudio y reflexiónFormação continuada na perspectiva inclusiva pela via da pesquisa e extensão: as funções mediadoras da relação teoria e prática na constituição de grupos de estudo-reflexãocontinuing education through research and extension; critical-collaborative action research; study-reflection groupsformación continua por la investigación y extensión; investigación-acción colaborativa-crítica; grupos de estudio y reflexiónformação continuada pela pesquisa e extensão; pesquisa-ação colaborativo-crítica; grupos de estudo-reflexãoThe main focus of this qualitative study is the continuing education from the perspective of inclusion through research and extension. The need of cooperative relationships between university and society/school through research and extension can contribute to a production of knowledge that encompasses social context. Thus, this study seeks to analyze the possibility of professional continuing education from the perspective of school inclusion of the special education target audience, through research and extension in establishing study-reflection groups, in a partnership between university and (state and municipal) education networks. The current data have been collected by a research group (registered in the CNPq Research Directory) that has produced research and extension on continuing education through a perspective of inclusion. A critical-collaborative action research was employed as theoretical-methodological reference, based on Jürgen Habermas’ communicative rationality and the mediating roles of theory and practice. Study-reflection groups under analysis were composed of special education managers, professionals in education networks, researchers, teachers, and students from a federal university. Data indicate the possibility of developing and implementing continuing education processes from an emancipatory perspective, democratically producing knowledge through self-reflection.La formación continua a partir de la perspectiva inclusiva en articulación con la investigación y extensión es el objeto de análisis de este estudio cualitativo. La necesidad de relaciones que parte de la colaboración, establecidas entre la universidad y la sociedad/escuela por medio de la investigación y extensión, puede contribuir a la producción de conocimientos que abarquen los contextos sociales. Así, busca analizar la formación continua de profesionales de la educación en la perspectiva de la inclusión escolar de los alumnos público objetivo de la educación especial, mediante la creación de grupos de estudio y reflexión en colaboración entre universidad y redes de enseñanza municipales. Los datos presentados se vinculan a un grupo de investigación – registrado en el Directorio de Investigación del Consejo Nacional de Desarrollo Científico y Tecnológico (CNPq) – que, desde 2013, realiza investigación y extensión por la formación continua en la perspectiva inclusiva. Tiene como referencial teórico metodológico la investigación-acción colaborativa-crítica, fundada en la racionalidad comunicativa y funciones mediadoras de la relación teoría y práctica de Jürgen Habermas. Los grupos de estudio y reflexión en el análisis se constituyeron con gestores de educación especial y profesionales de las redes de enseñanza, investigadores, profesores y estudiantes de una universidad federal. Los datos indican la posibilidad de desarrollar e implementar procesos para la formación continua a partir de la visión emancipadora, democráticamente, produciendo conocimientos por medio de la autorreflexión.A formação continuada na perspectiva inclusiva em articulação com a pesquisa e extensão é o objeto de análise deste estudo qualitativo. A necessidade de relações partindo da colaboração, estabelecidas entre universidade e sociedade/escola por meio da pesquisa e extensão, pode contribuir com a produção de conhecimentos que abarquem os contextos sociais. Assim, esta investigação visa analisar a possibilidade para formação continuada de profissionais da educação na perspectiva da inclusão escolar dos alunos público-alvo da educação especial, mediante a constituição de grupos de estudo-reflexão em parceria entre universidade e redes de ensino municipais. Os presentes dados vinculam-se a um grupo de pesquisa – registrado no Diretório de Pesquisa do Conselho Nacional de Desenvolvimento Científico e Tecnológico – que, desde 2013, realiza pesquisa e extensão pela formação continuada na perspectiva inclusiva. Empregou-se como referencial teórico-metodológico a pesquisa-ação colaborativo-crítica, fundamentada na racionalidade comunicativa e em funções mediadoras da relação teoria e prática de Jürgen Habermas. Os grupos de estudo-reflexão em análise constituíram-se com gestores de educação especial e profissionais das redes de ensino, pesquisadores, professores e estudantes de uma universidade federal. Os dados indicam a possibilidade de desenvolver e implementar processos para formação continuada mediante o viés emancipatório, democraticamente, produzindo conhecimentos pela autorreflexão.INEP2023-12-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/569910.24109/2176-6681.rbep.104.5699Revista Brasileira de Estudos Pedagógicos; v. 104 (2023); e5699Revista Brasileña de Estudios Pedagógicos; Vol. 104 (2023); e5699Brazilian Journal of Pedagogical Studies ; Vol 104 (2023); e56992176-66810034-718310.24109/2176-6681.rbep.104reponame:Revista Brasileira de Estudos Pedagógicos (Online)instname:Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)instacron:INEPporhttps://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/5699/4339Copyright (c) 2023 Revista Brasileira de Estudos Pedagógicoshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessLima de Almeida, Mariangela Vidal da Silva, NazarethBaumgartem França, Bárbara RebeccaLemos Leal Reis, Marcela2024-02-27T12:27:21Zoai:ojs3.inep:article/5699Revistahttp://emaberto.inep.gov.br/index.php/rbepPUBhttps://old.scielo.br/oai/scielo-oai.php||tania.castro@inep.gov.br2176-66810034-7183opendoar:2024-02-27T12:27:21Revista Brasileira de Estudos Pedagógicos (Online) - Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)false
dc.title.none.fl_str_mv Continuing education from the perspective of inclusion through research and extension: mediating roles between theory and practice in establishing study-reflection groups
Formación continua a partir de la perspectiva inclusiva por medio de la investigación y la extensión: las funciones mediadoras de la relación teoría y práctica en la constitución de grupos de estudio y reflexión
Formação continuada na perspectiva inclusiva pela via da pesquisa e extensão: as funções mediadoras da relação teoria e prática na constituição de grupos de estudo-reflexão
title Continuing education from the perspective of inclusion through research and extension: mediating roles between theory and practice in establishing study-reflection groups
spellingShingle Continuing education from the perspective of inclusion through research and extension: mediating roles between theory and practice in establishing study-reflection groups
Lima de Almeida, Mariangela
continuing education through research and extension; critical-collaborative action research; study-reflection groups
formación continua por la investigación y extensión; investigación-acción colaborativa-crítica; grupos de estudio y reflexión
formação continuada pela pesquisa e extensão; pesquisa-ação colaborativo-crítica; grupos de estudo-reflexão
title_short Continuing education from the perspective of inclusion through research and extension: mediating roles between theory and practice in establishing study-reflection groups
title_full Continuing education from the perspective of inclusion through research and extension: mediating roles between theory and practice in establishing study-reflection groups
title_fullStr Continuing education from the perspective of inclusion through research and extension: mediating roles between theory and practice in establishing study-reflection groups
title_full_unstemmed Continuing education from the perspective of inclusion through research and extension: mediating roles between theory and practice in establishing study-reflection groups
title_sort Continuing education from the perspective of inclusion through research and extension: mediating roles between theory and practice in establishing study-reflection groups
author Lima de Almeida, Mariangela
author_facet Lima de Almeida, Mariangela
Vidal da Silva, Nazareth
Baumgartem França, Bárbara Rebecca
Lemos Leal Reis, Marcela
author_role author
author2 Vidal da Silva, Nazareth
Baumgartem França, Bárbara Rebecca
Lemos Leal Reis, Marcela
author2_role author
author
author
dc.contributor.author.fl_str_mv Lima de Almeida, Mariangela
Vidal da Silva, Nazareth
Baumgartem França, Bárbara Rebecca
Lemos Leal Reis, Marcela
dc.subject.por.fl_str_mv continuing education through research and extension; critical-collaborative action research; study-reflection groups
formación continua por la investigación y extensión; investigación-acción colaborativa-crítica; grupos de estudio y reflexión
formação continuada pela pesquisa e extensão; pesquisa-ação colaborativo-crítica; grupos de estudo-reflexão
topic continuing education through research and extension; critical-collaborative action research; study-reflection groups
formación continua por la investigación y extensión; investigación-acción colaborativa-crítica; grupos de estudio y reflexión
formação continuada pela pesquisa e extensão; pesquisa-ação colaborativo-crítica; grupos de estudo-reflexão
description The main focus of this qualitative study is the continuing education from the perspective of inclusion through research and extension. The need of cooperative relationships between university and society/school through research and extension can contribute to a production of knowledge that encompasses social context. Thus, this study seeks to analyze the possibility of professional continuing education from the perspective of school inclusion of the special education target audience, through research and extension in establishing study-reflection groups, in a partnership between university and (state and municipal) education networks. The current data have been collected by a research group (registered in the CNPq Research Directory) that has produced research and extension on continuing education through a perspective of inclusion. A critical-collaborative action research was employed as theoretical-methodological reference, based on Jürgen Habermas’ communicative rationality and the mediating roles of theory and practice. Study-reflection groups under analysis were composed of special education managers, professionals in education networks, researchers, teachers, and students from a federal university. Data indicate the possibility of developing and implementing continuing education processes from an emancipatory perspective, democratically producing knowledge through self-reflection.
publishDate 2023
dc.date.none.fl_str_mv 2023-12-21
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10.24109/2176-6681.rbep.104.5699
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identifier_str_mv 10.24109/2176-6681.rbep.104.5699
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/5699/4339
dc.rights.driver.fl_str_mv Copyright (c) 2023 Revista Brasileira de Estudos Pedagógicos
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Revista Brasileira de Estudos Pedagógicos
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv INEP
publisher.none.fl_str_mv INEP
dc.source.none.fl_str_mv Revista Brasileira de Estudos Pedagógicos; v. 104 (2023); e5699
Revista Brasileña de Estudios Pedagógicos; Vol. 104 (2023); e5699
Brazilian Journal of Pedagogical Studies ; Vol 104 (2023); e5699
2176-6681
0034-7183
10.24109/2176-6681.rbep.104
reponame:Revista Brasileira de Estudos Pedagógicos (Online)
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reponame_str Revista Brasileira de Estudos Pedagógicos (Online)
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