Programa de formação continuada para professores de educação física : possibilidades para a construção de saberes sobre a inclusão de alunos com deficiência
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/8085 |
Resumo: | Current international and national politics about Special Education and Inclusive Education aims to ensure that all, without exception, have equal rights to access, permanency and opportunities for satisfactory learning in all segments and areas of knowledge proposed by the Basic Education, among them, Physical Education. Based on the premise that teacher vocational training collaborates with the conjectures of the inclusive movement, this study aimed to analyze whether and how a Continuing Education Program for Physical Education teachers contributes to the construction and reconstruction of knowledge about school inclusion, enabling (more) inclusive speeches and practices, especially for students with disabilities. To meet these objectives, the research presented here was characterized as qualitative, outlined by the action research insights and data analyzed by categories. The Continuing Education Program was attended five physical education teachers and the results showed that the activities developed and built at each meeting through dialogue (search), made possible the construction and the collective reconstruction of knowledge about inclusion in the program and beyond (action); especially because the participants were able to analyze, reflect and position on what they could and should do as those who believe in inclusion, seek knowledge and enable theories and inclusive practices. Consequently, the proposed and discussed knowledge in the Continuing Education Program (search) had significant contributions to the daily action/s participants. However, this research has reinforced the responsibility of the applicability of Inclusive Education assumptions should not only be the physical education teachers or teachers of any curriculum component of basic education; since the idea of inclusion is linked to multiple government, physical, curricular and attitudinal dimensions. In this vein, this research shows that access, permanence and learning opportunities for school education of all students, will only be possible if government agencies, school administrators, teachers, families, students and community do each of you, thus enabling , a society and a truly inclusive education for all, regardless of the specifics of this "all". |
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Mahl, ElianeDenari, Fátima Elisabethhttp://lattes.cnpq.br/5575213011914394http://lattes.cnpq.br/1624566458284054a5e6e7ba-8044-4808-a4ea-2549d694a3ed2016-10-20T19:54:10Z2016-10-20T19:54:10Z2016-03-16MAHL, Eliane. Programa de formação continuada para professores de educação física : possibilidades para a construção de saberes sobre a inclusão de alunos com deficiência. 2016. Tese (Doutorado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2016. Disponível em: https://repositorio.ufscar.br/handle/ufscar/8085.https://repositorio.ufscar.br/handle/ufscar/8085Current international and national politics about Special Education and Inclusive Education aims to ensure that all, without exception, have equal rights to access, permanency and opportunities for satisfactory learning in all segments and areas of knowledge proposed by the Basic Education, among them, Physical Education. Based on the premise that teacher vocational training collaborates with the conjectures of the inclusive movement, this study aimed to analyze whether and how a Continuing Education Program for Physical Education teachers contributes to the construction and reconstruction of knowledge about school inclusion, enabling (more) inclusive speeches and practices, especially for students with disabilities. To meet these objectives, the research presented here was characterized as qualitative, outlined by the action research insights and data analyzed by categories. The Continuing Education Program was attended five physical education teachers and the results showed that the activities developed and built at each meeting through dialogue (search), made possible the construction and the collective reconstruction of knowledge about inclusion in the program and beyond (action); especially because the participants were able to analyze, reflect and position on what they could and should do as those who believe in inclusion, seek knowledge and enable theories and inclusive practices. Consequently, the proposed and discussed knowledge in the Continuing Education Program (search) had significant contributions to the daily action/s participants. However, this research has reinforced the responsibility of the applicability of Inclusive Education assumptions should not only be the physical education teachers or teachers of any curriculum component of basic education; since the idea of inclusion is linked to multiple government, physical, curricular and attitudinal dimensions. In this vein, this research shows that access, permanence and learning opportunities for school education of all students, will only be possible if government agencies, school administrators, teachers, families, students and community do each of you, thus enabling , a society and a truly inclusive education for all, regardless of the specifics of this "all".As atuais políticas internacionais e nacionais de Educação Especial e Educação Inclusiva buscam garantir que todos, sem exceção, tenham igualdade de direitos ao acesso, permanência e oportunidades de aprendizagens satisfatórias em todos os segmentos e áreas do conhecimento propostas pela Educação Básica, dentre elas, a Educação Física. Partindo da premissa de que a formação profissional do professor colabora com as conjecturas do movimento inclusivo, esta pesquisa teve por objetivo analisar se e como um Programa de Formação Continuada para professores de Educação Física contribui na construção e reconstrução de saberes sobre inclusão escolar, viabilizando discursos e práticas (mais) inclusivas, sobretudo, para alunos com deficiência. Para responder estes objetivos, a pesquisa aqui apresentada foi caracterizada como qualitativa, delineada pelos entendimentos da pesquisa-ação e os dados analisados por meio de categorias. O Programa de Formação Continuada contou com a participação de cinco professores de Educação Física e os resultados apontaram que as atividades desenvolvidas e edificadas a cada encontro por meio do diálogo (pesquisa), possibilitaram a construção e a reconstrução coletiva de saberes sobre inclusão no Programa e para além dele (ação); sobretudo, porque os participantes conseguiram analisar, refletir e se posicionar sobre o que poderiam e deveriam fazer enquanto docentes que acreditam na inclusão, buscam saberes e viabilizam teorias e práticas inclusivas. Assim, os saberes propostos e discutidos no Programa de Formação Continuada (pesquisa) tiveram contribuições significativas para a/s ação/ações cotidiana/s dos participantes. Entretanto, esta pesquisa reforçou que a responsabilidade da aplicabilidade dos pressupostos da Educação Inclusiva não deve ser apenas dos professores de Educação Física ou dos professores de qualquer componente curricular da Educação Básica; uma vez que a ideia de inclusão está atrelada a múltiplas dimensões governamentais, físicas, curriculares e atitudinais. Nesta senda, esta pesquisa comprovou que o acesso, a permanência e as oportunidades de aprendizagem à educação escolarizada de todos os alunos, só será possível se órgãos governamentais, gestores escolares, professores, famílias, alunos e comunidade fizerem cada um sua parte, possibilitando assim, uma sociedade e uma educação de fato inclusiva para todos, independentemente das especificidades desse “todos”.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)porUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarEducação especialEducação físicaEducação inclusivaFormação de professoresConstrução de saberesSpecial educationPhysical educationInclusive educationTeacher trainingKnowledge buildingCIENCIAS DA SAUDE::EDUCACAO FISICAPrograma de formação continuada para professores de educação física : possibilidades para a construção de saberes sobre a inclusão de alunos com deficiênciainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisOnline60060015971dfa-3d70-434d-b061-736b95b1a444info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALTeseEM.pdfTeseEM.pdfapplication/pdf1594720https://repositorio.ufscar.br/bitstream/ufscar/8085/1/TeseEM.pdf173fe8e83791fbf4ae8bc8f097a4e6fcMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-81957https://repositorio.ufscar.br/bitstream/ufscar/8085/2/license.txtae0398b6f8b235e40ad82cba6c50031dMD52TEXTTeseEM.pdf.txtTeseEM.pdf.txtExtracted texttext/plain699866https://repositorio.ufscar.br/bitstream/ufscar/8085/3/TeseEM.pdf.txt230700a2f6b2997ba79d5049c64a9eeaMD53THUMBNAILTeseEM.pdf.jpgTeseEM.pdf.jpgIM Thumbnailimage/jpeg6425https://repositorio.ufscar.br/bitstream/ufscar/8085/4/TeseEM.pdf.jpg00a7929f3037da84107ac93772b628d0MD54ufscar/80852023-09-18 18:31:01.633oai:repositorio.ufscar.br:ufscar/8085TElDRU7Dh0EgREUgRElTVFJJQlVJw4fDg08gTsODTy1FWENMVVNJVkEKCkNvbSBhIGFwcmVzZW50YcOnw6NvIGRlc3RhIGxpY2Vuw6dhLCB2b2PDqiAobyBhdXRvciAoZXMpIG91IG8gdGl0dWxhciBkb3MgZGlyZWl0b3MgZGUgYXV0b3IpIGNvbmNlZGUgw6AgVW5pdmVyc2lkYWRlCkZlZGVyYWwgZGUgU8OjbyBDYXJsb3MgbyBkaXJlaXRvIG7Do28tZXhjbHVzaXZvIGRlIHJlcHJvZHV6aXIsICB0cmFkdXppciAoY29uZm9ybWUgZGVmaW5pZG8gYWJhaXhvKSwgZS9vdQpkaXN0cmlidWlyIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyAoaW5jbHVpbmRvIG8gcmVzdW1vKSBwb3IgdG9kbyBvIG11bmRvIG5vIGZvcm1hdG8gaW1wcmVzc28gZSBlbGV0csO0bmljbyBlCmVtIHF1YWxxdWVyIG1laW8sIGluY2x1aW5kbyBvcyBmb3JtYXRvcyDDoXVkaW8gb3UgdsOtZGVvLgoKVm9jw6ogY29uY29yZGEgcXVlIGEgVUZTQ2FyIHBvZGUsIHNlbSBhbHRlcmFyIG8gY29udGXDumRvLCB0cmFuc3BvciBhIHN1YSB0ZXNlIG91IGRpc3NlcnRhw6fDo28KcGFyYSBxdWFscXVlciBtZWlvIG91IGZvcm1hdG8gcGFyYSBmaW5zIGRlIHByZXNlcnZhw6fDo28uCgpWb2PDqiB0YW1iw6ltIGNvbmNvcmRhIHF1ZSBhIFVGU0NhciBwb2RlIG1hbnRlciBtYWlzIGRlIHVtYSBjw7NwaWEgYSBzdWEgdGVzZSBvdQpkaXNzZXJ0YcOnw6NvIHBhcmEgZmlucyBkZSBzZWd1cmFuw6dhLCBiYWNrLXVwIGUgcHJlc2VydmHDp8Ojby4KClZvY8OqIGRlY2xhcmEgcXVlIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyDDqSBvcmlnaW5hbCBlIHF1ZSB2b2PDqiB0ZW0gbyBwb2RlciBkZSBjb25jZWRlciBvcyBkaXJlaXRvcyBjb250aWRvcwpuZXN0YSBsaWNlbsOnYS4gVm9jw6ogdGFtYsOpbSBkZWNsYXJhIHF1ZSBvIGRlcMOzc2l0byBkYSBzdWEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvIG7Do28sIHF1ZSBzZWphIGRlIHNldQpjb25oZWNpbWVudG8sIGluZnJpbmdlIGRpcmVpdG9zIGF1dG9yYWlzIGRlIG5pbmd1w6ltLgoKQ2FzbyBhIHN1YSB0ZXNlIG91IGRpc3NlcnRhw6fDo28gY29udGVuaGEgbWF0ZXJpYWwgcXVlIHZvY8OqIG7Do28gcG9zc3VpIGEgdGl0dWxhcmlkYWRlIGRvcyBkaXJlaXRvcyBhdXRvcmFpcywgdm9jw6oKZGVjbGFyYSBxdWUgb2J0ZXZlIGEgcGVybWlzc8OjbyBpcnJlc3RyaXRhIGRvIGRldGVudG9yIGRvcyBkaXJlaXRvcyBhdXRvcmFpcyBwYXJhIGNvbmNlZGVyIMOgIFVGU0NhcgpvcyBkaXJlaXRvcyBhcHJlc2VudGFkb3MgbmVzdGEgbGljZW7Dp2EsIGUgcXVlIGVzc2UgbWF0ZXJpYWwgZGUgcHJvcHJpZWRhZGUgZGUgdGVyY2Vpcm9zIGVzdMOhIGNsYXJhbWVudGUKaWRlbnRpZmljYWRvIGUgcmVjb25oZWNpZG8gbm8gdGV4dG8gb3Ugbm8gY29udGXDumRvIGRhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyBvcmEgZGVwb3NpdGFkYS4KCkNBU08gQSBURVNFIE9VIERJU1NFUlRBw4fDg08gT1JBIERFUE9TSVRBREEgVEVOSEEgU0lETyBSRVNVTFRBRE8gREUgVU0gUEFUUk9Dw41OSU8gT1UKQVBPSU8gREUgVU1BIEFHw4pOQ0lBIERFIEZPTUVOVE8gT1UgT1VUUk8gT1JHQU5JU01PIFFVRSBOw4NPIFNFSkEgQSBVRlNDYXIsClZPQ8OKIERFQ0xBUkEgUVVFIFJFU1BFSVRPVSBUT0RPUyBFIFFVQUlTUVVFUiBESVJFSVRPUyBERSBSRVZJU8ODTyBDT01PClRBTULDiU0gQVMgREVNQUlTIE9CUklHQcOHw5VFUyBFWElHSURBUyBQT1IgQ09OVFJBVE8gT1UgQUNPUkRPLgoKQSBVRlNDYXIgc2UgY29tcHJvbWV0ZSBhIGlkZW50aWZpY2FyIGNsYXJhbWVudGUgbyBzZXUgbm9tZSAocykgb3UgbyhzKSBub21lKHMpIGRvKHMpCmRldGVudG9yKGVzKSBkb3MgZGlyZWl0b3MgYXV0b3JhaXMgZGEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvLCBlIG7Do28gZmFyw6EgcXVhbHF1ZXIgYWx0ZXJhw6fDo28sIGFsw6ltIGRhcXVlbGFzCmNvbmNlZGlkYXMgcG9yIGVzdGEgbGljZW7Dp2EuCg==Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:01Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Programa de formação continuada para professores de educação física : possibilidades para a construção de saberes sobre a inclusão de alunos com deficiência |
title |
Programa de formação continuada para professores de educação física : possibilidades para a construção de saberes sobre a inclusão de alunos com deficiência |
spellingShingle |
Programa de formação continuada para professores de educação física : possibilidades para a construção de saberes sobre a inclusão de alunos com deficiência Mahl, Eliane Educação especial Educação física Educação inclusiva Formação de professores Construção de saberes Special education Physical education Inclusive education Teacher training Knowledge building CIENCIAS DA SAUDE::EDUCACAO FISICA |
title_short |
Programa de formação continuada para professores de educação física : possibilidades para a construção de saberes sobre a inclusão de alunos com deficiência |
title_full |
Programa de formação continuada para professores de educação física : possibilidades para a construção de saberes sobre a inclusão de alunos com deficiência |
title_fullStr |
Programa de formação continuada para professores de educação física : possibilidades para a construção de saberes sobre a inclusão de alunos com deficiência |
title_full_unstemmed |
Programa de formação continuada para professores de educação física : possibilidades para a construção de saberes sobre a inclusão de alunos com deficiência |
title_sort |
Programa de formação continuada para professores de educação física : possibilidades para a construção de saberes sobre a inclusão de alunos com deficiência |
author |
Mahl, Eliane |
author_facet |
Mahl, Eliane |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/1624566458284054 |
dc.contributor.author.fl_str_mv |
Mahl, Eliane |
dc.contributor.advisor1.fl_str_mv |
Denari, Fátima Elisabeth |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/5575213011914394 |
dc.contributor.authorID.fl_str_mv |
a5e6e7ba-8044-4808-a4ea-2549d694a3ed |
contributor_str_mv |
Denari, Fátima Elisabeth |
dc.subject.por.fl_str_mv |
Educação especial Educação física Educação inclusiva Formação de professores Construção de saberes |
topic |
Educação especial Educação física Educação inclusiva Formação de professores Construção de saberes Special education Physical education Inclusive education Teacher training Knowledge building CIENCIAS DA SAUDE::EDUCACAO FISICA |
dc.subject.eng.fl_str_mv |
Special education Physical education Inclusive education Teacher training Knowledge building |
dc.subject.cnpq.fl_str_mv |
CIENCIAS DA SAUDE::EDUCACAO FISICA |
description |
Current international and national politics about Special Education and Inclusive Education aims to ensure that all, without exception, have equal rights to access, permanency and opportunities for satisfactory learning in all segments and areas of knowledge proposed by the Basic Education, among them, Physical Education. Based on the premise that teacher vocational training collaborates with the conjectures of the inclusive movement, this study aimed to analyze whether and how a Continuing Education Program for Physical Education teachers contributes to the construction and reconstruction of knowledge about school inclusion, enabling (more) inclusive speeches and practices, especially for students with disabilities. To meet these objectives, the research presented here was characterized as qualitative, outlined by the action research insights and data analyzed by categories. The Continuing Education Program was attended five physical education teachers and the results showed that the activities developed and built at each meeting through dialogue (search), made possible the construction and the collective reconstruction of knowledge about inclusion in the program and beyond (action); especially because the participants were able to analyze, reflect and position on what they could and should do as those who believe in inclusion, seek knowledge and enable theories and inclusive practices. Consequently, the proposed and discussed knowledge in the Continuing Education Program (search) had significant contributions to the daily action/s participants. However, this research has reinforced the responsibility of the applicability of Inclusive Education assumptions should not only be the physical education teachers or teachers of any curriculum component of basic education; since the idea of inclusion is linked to multiple government, physical, curricular and attitudinal dimensions. In this vein, this research shows that access, permanence and learning opportunities for school education of all students, will only be possible if government agencies, school administrators, teachers, families, students and community do each of you, thus enabling , a society and a truly inclusive education for all, regardless of the specifics of this "all". |
publishDate |
2016 |
dc.date.accessioned.fl_str_mv |
2016-10-20T19:54:10Z |
dc.date.available.fl_str_mv |
2016-10-20T19:54:10Z |
dc.date.issued.fl_str_mv |
2016-03-16 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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dc.identifier.citation.fl_str_mv |
MAHL, Eliane. Programa de formação continuada para professores de educação física : possibilidades para a construção de saberes sobre a inclusão de alunos com deficiência. 2016. Tese (Doutorado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2016. Disponível em: https://repositorio.ufscar.br/handle/ufscar/8085. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/8085 |
identifier_str_mv |
MAHL, Eliane. Programa de formação continuada para professores de educação física : possibilidades para a construção de saberes sobre a inclusão de alunos com deficiência. 2016. Tese (Doutorado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2016. Disponível em: https://repositorio.ufscar.br/handle/ufscar/8085. |
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https://repositorio.ufscar.br/handle/ufscar/8085 |
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Universidade Federal de São Carlos Câmpus São Carlos |
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Programa de Pós-Graduação em Educação Especial - PPGEEs |
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UFSCar |
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Universidade Federal de São Carlos Câmpus São Carlos |
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