Inclusive practices and policies in language teacher education courses
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada |
Texto Completo: | https://revistas.pucsp.br/index.php/delta/article/view/44220 |
Resumo: | The current legislation regulating basic education in Brazil (Brasil, 2013)and the inclusion of students with specific educational needs in regularschools (Brasil, 2015) warrant some reflections on the discourses andactions in the field of language teacher education. We have observed thatthe implementation of inclusive practices in Brazilian schools has been atime-consuming process as it implies not only changes in public policies,but also — and maybe primarily — several kinds of transformation ineducational contexts. Considering the broad spectrum of students’specificeducational needs, given the innumerable types of pathologies and theirnuances, as well as keeping in mind the assumption that teachers can only create some space for inclusive practices in the classroom if their educationis based on critical, autonomous, and informed thinking (Celani, 2010),we consider it to be essential to explore the language teacher educationlandscape. It seems important to highlight that our understanding ofinclusive practices is related to the process of identifying and reflectingon what social-affective, ethical, and pedagogical changes are needed,not only providing accessibility and architectural changes as is usuallydone. However, this perspective still requires some debate on the languageteacher education courses in our country. In this paper, we discuss theinclusive practices, programs, and studies carried out at three Brazilianuniversities: Federal University of Paraíba, State University of Londrina,and Federal University of Uberlândia. Our aim is to analyze the wayinclusive matters have been or can be incorporated into the pedagogicalproject, the teacher practicum, and/or the individual projects of teachereducators in the institutions mentioned in this paper. |
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Inclusive practices and policies in language teacher education coursespublic policiesinclusive practicesspecific educational needslanguage teacher educationThe current legislation regulating basic education in Brazil (Brasil, 2013)and the inclusion of students with specific educational needs in regularschools (Brasil, 2015) warrant some reflections on the discourses andactions in the field of language teacher education. We have observed thatthe implementation of inclusive practices in Brazilian schools has been atime-consuming process as it implies not only changes in public policies,but also — and maybe primarily — several kinds of transformation ineducational contexts. Considering the broad spectrum of students’specificeducational needs, given the innumerable types of pathologies and theirnuances, as well as keeping in mind the assumption that teachers can only create some space for inclusive practices in the classroom if their educationis based on critical, autonomous, and informed thinking (Celani, 2010),we consider it to be essential to explore the language teacher educationlandscape. It seems important to highlight that our understanding ofinclusive practices is related to the process of identifying and reflectingon what social-affective, ethical, and pedagogical changes are needed,not only providing accessibility and architectural changes as is usuallydone. However, this perspective still requires some debate on the languageteacher education courses in our country. In this paper, we discuss theinclusive practices, programs, and studies carried out at three Brazilianuniversities: Federal University of Paraíba, State University of Londrina,and Federal University of Uberlândia. Our aim is to analyze the wayinclusive matters have been or can be incorporated into the pedagogicalproject, the teacher practicum, and/or the individual projects of teachereducators in the institutions mentioned in this paper.Pontifícia Universidade Católica de São paulo2019-09-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.pucsp.br/index.php/delta/article/view/44220DELTA: Documentação e Estudos em Linguística Teórica e Aplicada; v. 35 n. 3 (2019): Publicação continuada1678-460X0102-4450reponame:DELTA: Documentação de Estudos em Lingüística Teórica e Aplicadainstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPporhttps://revistas.pucsp.br/index.php/delta/article/view/44220/29290Copyright (c) 2019 DELTA: Documentação e Estudos em Linguística Teórica e Aplicadainfo:eu-repo/semantics/openAccessMedrada, Betânia PassosMello, DilmaTonelli, Juliana Reichert Assunção2019-12-17T14:44:56Zoai:ojs.pkp.sfu.ca:article/44220Revistahttps://revistas.pucsp.br/deltaPRIhttps://revistas.pucsp.br/index.php/delta/oai||delta@pucsp.br1678-460X1678-460Xopendoar:2019-12-17T14:44:56DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.none.fl_str_mv |
Inclusive practices and policies in language teacher education courses |
title |
Inclusive practices and policies in language teacher education courses |
spellingShingle |
Inclusive practices and policies in language teacher education courses Medrada, Betânia Passos public policies inclusive practices specific educational needs language teacher education |
title_short |
Inclusive practices and policies in language teacher education courses |
title_full |
Inclusive practices and policies in language teacher education courses |
title_fullStr |
Inclusive practices and policies in language teacher education courses |
title_full_unstemmed |
Inclusive practices and policies in language teacher education courses |
title_sort |
Inclusive practices and policies in language teacher education courses |
author |
Medrada, Betânia Passos |
author_facet |
Medrada, Betânia Passos Mello, Dilma Tonelli, Juliana Reichert Assunção |
author_role |
author |
author2 |
Mello, Dilma Tonelli, Juliana Reichert Assunção |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Medrada, Betânia Passos Mello, Dilma Tonelli, Juliana Reichert Assunção |
dc.subject.por.fl_str_mv |
public policies inclusive practices specific educational needs language teacher education |
topic |
public policies inclusive practices specific educational needs language teacher education |
description |
The current legislation regulating basic education in Brazil (Brasil, 2013)and the inclusion of students with specific educational needs in regularschools (Brasil, 2015) warrant some reflections on the discourses andactions in the field of language teacher education. We have observed thatthe implementation of inclusive practices in Brazilian schools has been atime-consuming process as it implies not only changes in public policies,but also — and maybe primarily — several kinds of transformation ineducational contexts. Considering the broad spectrum of students’specificeducational needs, given the innumerable types of pathologies and theirnuances, as well as keeping in mind the assumption that teachers can only create some space for inclusive practices in the classroom if their educationis based on critical, autonomous, and informed thinking (Celani, 2010),we consider it to be essential to explore the language teacher educationlandscape. It seems important to highlight that our understanding ofinclusive practices is related to the process of identifying and reflectingon what social-affective, ethical, and pedagogical changes are needed,not only providing accessibility and architectural changes as is usuallydone. However, this perspective still requires some debate on the languageteacher education courses in our country. In this paper, we discuss theinclusive practices, programs, and studies carried out at three Brazilianuniversities: Federal University of Paraíba, State University of Londrina,and Federal University of Uberlândia. Our aim is to analyze the wayinclusive matters have been or can be incorporated into the pedagogicalproject, the teacher practicum, and/or the individual projects of teachereducators in the institutions mentioned in this paper. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-09-20 |
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://revistas.pucsp.br/index.php/delta/article/view/44220 |
url |
https://revistas.pucsp.br/index.php/delta/article/view/44220 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.pucsp.br/index.php/delta/article/view/44220/29290 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 DELTA: Documentação e Estudos em Linguística Teórica e Aplicada info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 DELTA: Documentação e Estudos em Linguística Teórica e Aplicada |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Pontifícia Universidade Católica de São paulo |
publisher.none.fl_str_mv |
Pontifícia Universidade Católica de São paulo |
dc.source.none.fl_str_mv |
DELTA: Documentação e Estudos em Linguística Teórica e Aplicada; v. 35 n. 3 (2019): Publicação continuada 1678-460X 0102-4450 reponame:DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada instname:Pontifícia Universidade Católica de São Paulo (PUC-SP) instacron:PUC_SP |
instname_str |
Pontifícia Universidade Católica de São Paulo (PUC-SP) |
instacron_str |
PUC_SP |
institution |
PUC_SP |
reponame_str |
DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada |
collection |
DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada |
repository.name.fl_str_mv |
DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada - Pontifícia Universidade Católica de São Paulo (PUC-SP) |
repository.mail.fl_str_mv |
||delta@pucsp.br |
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