Capacitando professores de ensino fundamental em serviço para uma educação inclusiva.

• Autor(a) principal: Ortiz, Luciana Guedes Machado
• Data de Publicação: 2003
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/2984
• topic: Professores - formação; Formação continuada de professores; Estudantes com necessidades educacionais especiais; CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL

In this work, it is met the results of a study about the teachers' Fundamental Teaching training in service, seeking their preparations for the Inclusive Education, through their realities in a public school of Fundamental Teaching of a city of the northeast from São Paulo. The participants of this research were, 3 teachers of Regular Classes of Teaching, being 2 of 1a. and 1 of 4a.Series , with which training was implanted in service, guaranteeing the reflection of their practices in their daily allied to theoretical references and orientations. Besides those teachers, other ones of the school participated of the research allowing a characterization of the conceptions that these possess about the Inclusive Education and through the participation in lectures on themes of their preferences, tied up to Especial Education. One of the most important characteristics of the present work is inside the importance of the researcher's role on the context, with its active participation, getting directly with the participants through observations, interviews/meetings, lectures and documental analysis. The results point to a significant change of behaviors and attitudes on the part of the participants in relation to the student with special educational needs in regular class of teaching, the concrete benefits of the training in service and the need of its implementation. It also approaches, the importance of a team inside the school, sensitive to this context and prepared to work with the difficulties faced in the day-to-day by the whole scholar community.