Inclusive Education and its nuances in the pedagogical intervention: Challenges encountered by a group of teachers
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.34624/id.v11i1.5701 |
Resumo: | Working in the Brazilian public school requires the professional of education to be attentive on multiple realities. One of these diversities is the inclusion of visually impaired students. In this sense, this article aims to identify, in a “Roda de Conversa” (“Dialoguing in a Circle”), the challenges encountered in the pedagogical intervention, by a group of teachers who work with students with visual impairment, in a Support Center for People with Visual Impairment (CAP) located in Macapá / AP. To arrive at the considerations presented in the paper, we used a methodology named “Roda de Conversa”; such methodology was fundamental for the creation of a favorable environment for the emergence of narratives. The data suggest the importance of the curricular contents related to the inclusion of people with specific needs, to be included in the initial training courses for Education/ Teaching. They also indicate the need to provide teachers with opportunities for continuing education in order to respond to the needs that emerge in daily pedagogical practice. |
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Inclusive Education and its nuances in the pedagogical intervention: Challenges encountered by a group of teachersEducação Inclusiva e suas nuances no fazer pedagógico: Desafios encontrados por um grupo de professoresWorking in the Brazilian public school requires the professional of education to be attentive on multiple realities. One of these diversities is the inclusion of visually impaired students. In this sense, this article aims to identify, in a “Roda de Conversa” (“Dialoguing in a Circle”), the challenges encountered in the pedagogical intervention, by a group of teachers who work with students with visual impairment, in a Support Center for People with Visual Impairment (CAP) located in Macapá / AP. To arrive at the considerations presented in the paper, we used a methodology named “Roda de Conversa”; such methodology was fundamental for the creation of a favorable environment for the emergence of narratives. The data suggest the importance of the curricular contents related to the inclusion of people with specific needs, to be included in the initial training courses for Education/ Teaching. They also indicate the need to provide teachers with opportunities for continuing education in order to respond to the needs that emerge in daily pedagogical practice.Trabajar con educación en la escuela pública brasileña exige del profesional de la educación una mirada para múltiples realidades. Una de esas diversidades es la inclusión de los alumnos con descapacidades visual en el ensino regular. En este sentido, el presente artículo tiene como objetivo identificar en una “Roda de Conversa” (“Rueda de conversación”) los desafios encontrados en lo hacer pedagógico de un grupo de profesores que trabajan con alumnos com descapacidad visual en un Centro de Apoyo para Atención a las Personas con Descapacidades Visuales – CAP, localizado en Macapá/AP. Para llegarnos a las consideraciones presentadas en el trabajo utilizamos una “Roda de Conversa”; la metodología fue fundamental para la creación de un ambiente favorable para la emersión de narrativas. Los datos nos mostran la importancia de presentarnos las especificidades de inclusión de personas con necesidades específicas en la graduación, como también, la necesidad de buscarnos formación continuada para las especificidades que surgen en la práctica cotidiana.Trabalhar na escola pública brasileira exige do profissional de educação um olhar atento a múltiplas realidades. Uma dessas diversidades é a inclusão de alunos com deficiência visual. Neste sentido, o presente artigo tem como objetivo identificar, em uma “Roda de Conversa”, os desafios encontrados no fazer pedagógico de um grupo de professores que trabalham com alunos com deficiência visual num Centro de Apoio para Atendimento às Pessoas com Deficiência Visual – CAP, localizado em Macapá/AP. Para chegarmos às considerações apresentadas no trabalho, utilizámos uma roda de conversa; tal metodologia foi fundamental para a criação de um ambiente favorável para a emersão de narrativas. Os dados sugerem a importância de os conteúdos curriculares relativos à inclusão de pessoas com necessidades específicas estarem contemplados nos cursos de formação inicial para a docência. Indicam ainda, a premência de proporcionar aos docentes oportunidades de formação continuada, de modo a responder às necessidades que emergem na prática pedagógica cotidiana.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2019-10-08info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v11i1.5701https://doi.org/10.34624/id.v11i1.5701Indagatio Didactica; Vol 11 No 1 (2019); 269-280Indagatio Didactica; Vol. 11 Núm. 1 (2019); 269-280Indagatio Didactica; Vol. 11 No 1 (2019); 269-280Indagatio Didactica; vol. 11 n.º 1 (2019); 269-2801647-3582reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://proa.ua.pt/index.php/id/article/view/5701https://proa.ua.pt/index.php/id/article/view/5701/4216Santana, Ramon de OliveiraMól, Gerson de Souzada Silva, Wesley Pereirainfo:eu-repo/semantics/openAccess2023-09-22T10:17:24Zoai:proa.ua.pt:article/5701Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:16.172636Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Inclusive Education and its nuances in the pedagogical intervention: Challenges encountered by a group of teachers Educação Inclusiva e suas nuances no fazer pedagógico: Desafios encontrados por um grupo de professores |
title |
Inclusive Education and its nuances in the pedagogical intervention: Challenges encountered by a group of teachers |
spellingShingle |
Inclusive Education and its nuances in the pedagogical intervention: Challenges encountered by a group of teachers Santana, Ramon de Oliveira |
title_short |
Inclusive Education and its nuances in the pedagogical intervention: Challenges encountered by a group of teachers |
title_full |
Inclusive Education and its nuances in the pedagogical intervention: Challenges encountered by a group of teachers |
title_fullStr |
Inclusive Education and its nuances in the pedagogical intervention: Challenges encountered by a group of teachers |
title_full_unstemmed |
Inclusive Education and its nuances in the pedagogical intervention: Challenges encountered by a group of teachers |
title_sort |
Inclusive Education and its nuances in the pedagogical intervention: Challenges encountered by a group of teachers |
author |
Santana, Ramon de Oliveira |
author_facet |
Santana, Ramon de Oliveira Mól, Gerson de Souza da Silva, Wesley Pereira |
author_role |
author |
author2 |
Mól, Gerson de Souza da Silva, Wesley Pereira |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Santana, Ramon de Oliveira Mól, Gerson de Souza da Silva, Wesley Pereira |
description |
Working in the Brazilian public school requires the professional of education to be attentive on multiple realities. One of these diversities is the inclusion of visually impaired students. In this sense, this article aims to identify, in a “Roda de Conversa” (“Dialoguing in a Circle”), the challenges encountered in the pedagogical intervention, by a group of teachers who work with students with visual impairment, in a Support Center for People with Visual Impairment (CAP) located in Macapá / AP. To arrive at the considerations presented in the paper, we used a methodology named “Roda de Conversa”; such methodology was fundamental for the creation of a favorable environment for the emergence of narratives. The data suggest the importance of the curricular contents related to the inclusion of people with specific needs, to be included in the initial training courses for Education/ Teaching. They also indicate the need to provide teachers with opportunities for continuing education in order to respond to the needs that emerge in daily pedagogical practice. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-10-08 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.34624/id.v11i1.5701 https://doi.org/10.34624/id.v11i1.5701 |
url |
https://doi.org/10.34624/id.v11i1.5701 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://proa.ua.pt/index.php/id/article/view/5701 https://proa.ua.pt/index.php/id/article/view/5701/4216 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
dc.source.none.fl_str_mv |
Indagatio Didactica; Vol 11 No 1 (2019); 269-280 Indagatio Didactica; Vol. 11 Núm. 1 (2019); 269-280 Indagatio Didactica; Vol. 11 No 1 (2019); 269-280 Indagatio Didactica; vol. 11 n.º 1 (2019); 269-280 1647-3582 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
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RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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