Necessidades formativas dos professores do ensino fundamental II quanto à inclusão escolar dos alunos público-alvo da educação especial (PAEE)
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/23574 |
Resumo: | This research had as general objective to investigate the formative needs of the teachers of Elementary School II, in relation to the pedagogical practices directed to the students with disabilities and, based on this information, to elaborate a training program directed to the formative needs. For an inclusive school, the educational system was and continues to be challenged, corroborating that transformations in thinking and teaching are necessary for everyone involved in the school environment; it is a qualitative research carried out at DE Mogi das Cruzes that includes the cities of Biritiba Mirim, Mogi das Cruzes and Salesópolis; a large school was chosen from each of the three cities in question. 31 teachers of elementary school II were interviewed and the data were analyzed with the theoretical support of the studies of: Ainscow (1995; 2001), Arnaiz Sánchez (2002; 2012), Dorziat (2011; 2013) and Mendes (2015; 2017), on teacher training for special and inclusive education; Gatti (2013a, 2016), Imbernón (2016), Libâneo (2004; 2012), Passos (2016) and Placco and Souza (2002,2006; 2009), regarding teacher education; Sousa and Placco (2016), about the set of dimensions of training; André (2016) and Franco (2015), regarding pedagogical practices; and, finally, Ainscow (1995; 2001) and Arnaiz Sánchez (2000; 2012), regarding inclusive practices. For data analysis, some content analysis procedures were used (BARDIN, 1977). The data were grouped into the following categories: 1. Teachers’ working conditions; 2. Affections and bonds; 3. Difficulties experienced; 4. Teacher development and 5. pedagogical practices. In view of the training needs raised, we developed a training program emphasizing practical actions, aimed at the school inclusion of PAEE students, focused on the teacher's work context and paying attention to organizational culture. For the proposed action, we verified the importance of participation active teacher; the need to sensitize teachers so that they get rid of the idea of the ideal student and work with the real student; to value the idea of working with collaborative groups and that all activities developed during the process are support for teachers to devise new pedagogical practices; in the training proposal suggested here, as in all initial and continued training, bring the set of dimensions organized by Placco (2006, 2008) and we propose the dimension for diversity that aims to consider all students belonging to the current school, as a participative member in the search for knowledge |
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Placco, Vera Maria Nigro de Souzahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4472947Y9Miranda, Luciane Helena Mendes de2021-05-25T13:27:29Z2020-03-13Miranda, Luciane Helena Mendes de. Necessidades formativas dos professores do ensino fundamental II quanto à inclusão escolar dos alunos público-alvo da educação especial (PAEE). 2020. 219 f. Tese (Doutorado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação, Pontifícia Universidade Católica de São Paulo, São Paulo, 2020.https://tede2.pucsp.br/handle/handle/23574This research had as general objective to investigate the formative needs of the teachers of Elementary School II, in relation to the pedagogical practices directed to the students with disabilities and, based on this information, to elaborate a training program directed to the formative needs. For an inclusive school, the educational system was and continues to be challenged, corroborating that transformations in thinking and teaching are necessary for everyone involved in the school environment; it is a qualitative research carried out at DE Mogi das Cruzes that includes the cities of Biritiba Mirim, Mogi das Cruzes and Salesópolis; a large school was chosen from each of the three cities in question. 31 teachers of elementary school II were interviewed and the data were analyzed with the theoretical support of the studies of: Ainscow (1995; 2001), Arnaiz Sánchez (2002; 2012), Dorziat (2011; 2013) and Mendes (2015; 2017), on teacher training for special and inclusive education; Gatti (2013a, 2016), Imbernón (2016), Libâneo (2004; 2012), Passos (2016) and Placco and Souza (2002,2006; 2009), regarding teacher education; Sousa and Placco (2016), about the set of dimensions of training; André (2016) and Franco (2015), regarding pedagogical practices; and, finally, Ainscow (1995; 2001) and Arnaiz Sánchez (2000; 2012), regarding inclusive practices. For data analysis, some content analysis procedures were used (BARDIN, 1977). The data were grouped into the following categories: 1. Teachers’ working conditions; 2. Affections and bonds; 3. Difficulties experienced; 4. Teacher development and 5. pedagogical practices. In view of the training needs raised, we developed a training program emphasizing practical actions, aimed at the school inclusion of PAEE students, focused on the teacher's work context and paying attention to organizational culture. For the proposed action, we verified the importance of participation active teacher; the need to sensitize teachers so that they get rid of the idea of the ideal student and work with the real student; to value the idea of working with collaborative groups and that all activities developed during the process are support for teachers to devise new pedagogical practices; in the training proposal suggested here, as in all initial and continued training, bring the set of dimensions organized by Placco (2006, 2008) and we propose the dimension for diversity that aims to consider all students belonging to the current school, as a participative member in the search for knowledgeEsta pesquisa teve como objetivo geral investigar as necessidades formativas dos professores do ensino fundamental II com relação às práticas pedagógicas voltadas para os alunos com PAEE e, pautada nessas informações, elaborar um programa de formação direcionado para as necessidades formativas. Para uma escola inclusiva, o sistema educacional foi e continua sendo desafiado, corroborando que são necessárias transformações no pensar o no ensinar, para todos os envolvidos no meio escolar. Trata-se de uma pesquisa de cunho qualitativo, realizada na DE de Mogi das Cruzes, a qual conta com as cidades de Biritiba Mirim, Mogi das Cruzes e Salesópolis. Foi escolhida uma escola de grande porte de cada uma das três cidades em questão. 31 professores do ensino fundamental II foram entrevistados e os dados foram analisados tendo como aporte teórico os estudos de: Ainscow (1995; 2001), Arnaiz Sánchez (2002; 2012), Dorziat (2011; 2013) e Mendes (2015; 2017), sobre a formação de professores para a educação especial e inclusiva; Gatti (2013a, 2016), Imbernón (2016), Libâneo (2004; 2012), Passos (2016) e Placco e Souza (2002; 2006; 2009), a respeito de formação docente; Sousa e Placco (2016), acerca do conjunto de dimensões da formação; André (2016) e Franco (2015), com relação às práticas pedagógicas; e, por fim, Ainscow (1995; 2001) e Arnaiz Sánchez (2000; 2012), a respeito das práticas inclusivas. Para a análise dos dados, foram utilizados alguns procedimentos da Análise de Conteúdo (BARDIN, 1977). Os dados foram agrupados nas seguintes categorias: 1. Condições de trabalho docente; 2. Afetos e vínculos; 3. Dificuldades experienciadas; 4. Desenvolvimento docente e 5 Práticas pedagógicas. Frente às necessidades formativas levantadas, foi elaborado um programa de formação enfatizando as ações práticas voltadas para à inclusão escolar dos alunos PAEE, focado no contexto de trabalho do professor e atento à cultura organizacional. Para a ação proposta, verificou-se a importância da participação ativa professor; a necessidade de sensibilizar os professores para que se desvencilhem da ideia de aluno ideal e trabalhem com o aluno real; a valorização da ideia de trabalho com grupos colaborativos e que todas as atividades desenvolvidas durante o processo sejam apoio para os professores arquitetarem novas práticas pedagógicas. Na proposta de formação sugerida aqui, como em toda fundamentação sobre a formação inicial e continuada, foi trazido o conjunto de dimensões organizado por Placco (2006; 2008; 2010) e proposta a dimensão da diversidade, que visa a considerar todos os alunos pertencentes à escola atual como membros participativos na busca de conhecimentoCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/53521/Luciane%20Helena%20Mendes%20de%20Miranda.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Psicologia da EducaçãoPUC-SPBrasilFaculdade de EducaçãoInclusão escolarEducação especialProfessores de ensino fundamental - Formação profissionalSchool inclusionSpecial educationElementary school teachers - Occupational trainingCNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEMNecessidades formativas dos professores do ensino fundamental II quanto à inclusão escolar dos alunos público-alvo da educação especial (PAEE)Training needs of elementary school teachers II regarding the school inclusion of public students targeted by special education (EPC)info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTLuciane Helena Mendes de Miranda.pdf.txtLuciane Helena Mendes de Miranda.pdf.txtExtracted texttext/plain492992https://repositorio.pucsp.br/xmlui/bitstream/handle/23574/4/Luciane%20Helena%20Mendes%20de%20Miranda.pdf.txtfa0321b8e961b2dac5cd3cf9b970ebdbMD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Necessidades formativas dos professores do ensino fundamental II quanto à inclusão escolar dos alunos público-alvo da educação especial (PAEE) |
dc.title.alternative.eng.fl_str_mv |
Training needs of elementary school teachers II regarding the school inclusion of public students targeted by special education (EPC) |
title |
Necessidades formativas dos professores do ensino fundamental II quanto à inclusão escolar dos alunos público-alvo da educação especial (PAEE) |
spellingShingle |
Necessidades formativas dos professores do ensino fundamental II quanto à inclusão escolar dos alunos público-alvo da educação especial (PAEE) Miranda, Luciane Helena Mendes de Inclusão escolar Educação especial Professores de ensino fundamental - Formação profissional School inclusion Special education Elementary school teachers - Occupational training CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM |
title_short |
Necessidades formativas dos professores do ensino fundamental II quanto à inclusão escolar dos alunos público-alvo da educação especial (PAEE) |
title_full |
Necessidades formativas dos professores do ensino fundamental II quanto à inclusão escolar dos alunos público-alvo da educação especial (PAEE) |
title_fullStr |
Necessidades formativas dos professores do ensino fundamental II quanto à inclusão escolar dos alunos público-alvo da educação especial (PAEE) |
title_full_unstemmed |
Necessidades formativas dos professores do ensino fundamental II quanto à inclusão escolar dos alunos público-alvo da educação especial (PAEE) |
title_sort |
Necessidades formativas dos professores do ensino fundamental II quanto à inclusão escolar dos alunos público-alvo da educação especial (PAEE) |
author |
Miranda, Luciane Helena Mendes de |
author_facet |
Miranda, Luciane Helena Mendes de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Placco, Vera Maria Nigro de Souza |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4472947Y9 |
dc.contributor.author.fl_str_mv |
Miranda, Luciane Helena Mendes de |
contributor_str_mv |
Placco, Vera Maria Nigro de Souza |
dc.subject.por.fl_str_mv |
Inclusão escolar Educação especial Professores de ensino fundamental - Formação profissional |
topic |
Inclusão escolar Educação especial Professores de ensino fundamental - Formação profissional School inclusion Special education Elementary school teachers - Occupational training CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
School inclusion Special education Elementary school teachers - Occupational training |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM |
description |
This research had as general objective to investigate the formative needs of the teachers of Elementary School II, in relation to the pedagogical practices directed to the students with disabilities and, based on this information, to elaborate a training program directed to the formative needs. For an inclusive school, the educational system was and continues to be challenged, corroborating that transformations in thinking and teaching are necessary for everyone involved in the school environment; it is a qualitative research carried out at DE Mogi das Cruzes that includes the cities of Biritiba Mirim, Mogi das Cruzes and Salesópolis; a large school was chosen from each of the three cities in question. 31 teachers of elementary school II were interviewed and the data were analyzed with the theoretical support of the studies of: Ainscow (1995; 2001), Arnaiz Sánchez (2002; 2012), Dorziat (2011; 2013) and Mendes (2015; 2017), on teacher training for special and inclusive education; Gatti (2013a, 2016), Imbernón (2016), Libâneo (2004; 2012), Passos (2016) and Placco and Souza (2002,2006; 2009), regarding teacher education; Sousa and Placco (2016), about the set of dimensions of training; André (2016) and Franco (2015), regarding pedagogical practices; and, finally, Ainscow (1995; 2001) and Arnaiz Sánchez (2000; 2012), regarding inclusive practices. For data analysis, some content analysis procedures were used (BARDIN, 1977). The data were grouped into the following categories: 1. Teachers’ working conditions; 2. Affections and bonds; 3. Difficulties experienced; 4. Teacher development and 5. pedagogical practices. In view of the training needs raised, we developed a training program emphasizing practical actions, aimed at the school inclusion of PAEE students, focused on the teacher's work context and paying attention to organizational culture. For the proposed action, we verified the importance of participation active teacher; the need to sensitize teachers so that they get rid of the idea of the ideal student and work with the real student; to value the idea of working with collaborative groups and that all activities developed during the process are support for teachers to devise new pedagogical practices; in the training proposal suggested here, as in all initial and continued training, bring the set of dimensions organized by Placco (2006, 2008) and we propose the dimension for diversity that aims to consider all students belonging to the current school, as a participative member in the search for knowledge |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-03-13 |
dc.date.accessioned.fl_str_mv |
2021-05-25T13:27:29Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Miranda, Luciane Helena Mendes de. Necessidades formativas dos professores do ensino fundamental II quanto à inclusão escolar dos alunos público-alvo da educação especial (PAEE). 2020. 219 f. Tese (Doutorado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação, Pontifícia Universidade Católica de São Paulo, São Paulo, 2020. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/23574 |
identifier_str_mv |
Miranda, Luciane Helena Mendes de. Necessidades formativas dos professores do ensino fundamental II quanto à inclusão escolar dos alunos público-alvo da educação especial (PAEE). 2020. 219 f. Tese (Doutorado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação, Pontifícia Universidade Católica de São Paulo, São Paulo, 2020. |
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https://tede2.pucsp.br/handle/handle/23574 |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação |
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PUC-SP |
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Brasil |
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Faculdade de Educação |
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Pontifícia Universidade Católica de São Paulo |
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