Formação inicial de professores de ciências e inclusão escolar: um olhar para as experiências de estágio
Autor(a) principal: | |
---|---|
Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/11720 |
Resumo: | This study focused on the initial training of science teachers in the perspective of Inclusive Edu-cation (IE), with emphasis on the experiences during the internship. In Brazil, in most cases, students with Special Educational Needs (SEN) are still marginally inserted into regular class-rooms. One of the reasons refers to the deficits in initial and continuing teacher training, which discourages the inclusion of these students. Therefore, the teacher's preparation for attending students with disabilities and/or SEN is indispensable for the teaching-learning process to be consolidated. The objective of this research was to analyze if the experiences proposed by the science teaching training promote discussions, reflections and practices orientated towards the IE. For the data collection, the reports of the supervised internship were analyzed in: Sciences I and II; Biology I. Subsequently, self-filling instruments (SFIs) were applied to all the students from those disciplines and the teachers who was responsible for the internships. The research was based on Historical-Cultural Theory (HCT) and the Critical Historical Pedagogy (CHP). The analysis of the data was made from the historical-dialectical materialism, which investigates the phenomenon from a perspective of totality, considering the complexity of social realities and their historical significance. Consequently, it seeks to identify the connections between the dif-ferent aspects that characterize a certain reality. The results showed that there are reports about the subject in the internship final project and discussions about IE in the internship classes and other classes. However, these discussions can be low priority and with little theoretical and methodological discussion, since there is no compulsory subject in the area. Which we consider fundamental for training the future teachers of this undergraduation to the inclusion of students with disabilities and/or SEN in the regular classrooms. |
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Silva, Elisa Ramos daBazon, Fernanda Vilhena Mafrahttp://lattes.cnpq.br/4400597671073289http://lattes.cnpq.br/05099893338579242ea9d6a0-572f-43ad-b12b-fe9b363b4b932019-08-14T14:55:46Z2019-08-14T14:55:46Z2019-03-07SILVA, Elisa Ramos da. Formação inicial de professores de ciências e inclusão escolar: um olhar para as experiências de estágio. 2019. Dissertação (Mestrado em Educação em Ciências e Matemática) – Universidade Federal de São Carlos, Araras, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/11720.https://repositorio.ufscar.br/handle/ufscar/11720This study focused on the initial training of science teachers in the perspective of Inclusive Edu-cation (IE), with emphasis on the experiences during the internship. In Brazil, in most cases, students with Special Educational Needs (SEN) are still marginally inserted into regular class-rooms. One of the reasons refers to the deficits in initial and continuing teacher training, which discourages the inclusion of these students. Therefore, the teacher's preparation for attending students with disabilities and/or SEN is indispensable for the teaching-learning process to be consolidated. The objective of this research was to analyze if the experiences proposed by the science teaching training promote discussions, reflections and practices orientated towards the IE. For the data collection, the reports of the supervised internship were analyzed in: Sciences I and II; Biology I. Subsequently, self-filling instruments (SFIs) were applied to all the students from those disciplines and the teachers who was responsible for the internships. The research was based on Historical-Cultural Theory (HCT) and the Critical Historical Pedagogy (CHP). The analysis of the data was made from the historical-dialectical materialism, which investigates the phenomenon from a perspective of totality, considering the complexity of social realities and their historical significance. Consequently, it seeks to identify the connections between the dif-ferent aspects that characterize a certain reality. The results showed that there are reports about the subject in the internship final project and discussions about IE in the internship classes and other classes. However, these discussions can be low priority and with little theoretical and methodological discussion, since there is no compulsory subject in the area. Which we consider fundamental for training the future teachers of this undergraduation to the inclusion of students with disabilities and/or SEN in the regular classrooms.Esse estudo teve com foco de análise a formação inicial de professores de ciências na perspectiva da Educação Inclusiva (EI), com ênfase nas experiências durante os estágios supervisionados. No Brasil, os alunos com Necessidades Educacionais Especiais (NEE) ainda são inseridos, em grande parte dos casos, marginalmente dentro das salas regulares. Um dos motivos para isso refere-se ao déficit na formação inicial e continuada dos professores, o que desfavorece a inclusão destes alunos. Portanto, a formação do professor quanto ao atendimento aos alunos com deficiência e/ou NEE é indispensável para que o processo ensino-aprendizagem seja concretizado. O objetivo desta pesquisa foi analisar como as experiências propostas pelo estágio obrigatório do curso de licenciatura em Ciências Biológicas de uma Instituição Pública no Estado de São Paulo favoreceram discussões, reflexões e práticas voltadas à EI. Para a coleta de dados foram analisados os relatórios do estágio supervisionado em Ciências I e II e Biologia I. Em seguida, foram aplicados instrumentos de autopreenchimento (IAPs) para os discentes das referidas disciplinas e, também, para os docentes responsáveis pelo estágio supervisionado. A pesquisa teve como fundamentação a Teoria Histórico-Cultural (THC) e a Pedagogia Histórico Crítica (PHC), sendo que a análise dos dados foi realizada a partir do método materialismo histórico dialético, que investiga o fenômeno a partir de uma perspectiva de totalidade, considerando a complexidade da realidade social e o seu momento histórico, buscando assim as conexões entre os diferentes aspectosd que caracterizam determinada realidade. Os resultados mostraram que ocorrem narrativas sobre o tema nos relatórios de estágio, assim como, discussões sobre EI nas aulas de estágio e em outras disciplinas. Entretanto, estas discussões podem ficar em segundo plano e com pouca discussão teórica e metodológica, pois não existe uma disciplina obrigatória na área, no qual consideramos fundamentais para capacitar os futuros professores dessa licenciatura no que diz respeito a inclusão dos alunos com deficiência e/ou NEE nas salas regulares.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)porUniversidade Federal de São CarlosCâmpus ArarasPrograma de Pós-Graduação em Educação em Ciências e Matemática - PPGEdCM-ArUFSCarFormação inicialEducação InclusivaEstágioEnsino de CiênciasInitial TrainingInclusive EducationInternshipScience TeachingCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAOFormação inicial de professores de ciências e inclusão escolar: um olhar para as experiências de estágioThe initial training of science teachers and school inclusion: a look at the teaching training course experiencesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisOnline600600aa9124af-a31f-420e-8d25-f1e5a09c005binfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALSILVA_Elisa_2019.pdfSILVA_Elisa_2019.pdfapplication/pdf2700487https://repositorio.ufscar.br/bitstream/ufscar/11720/5/SILVA_Elisa_2019.pdf7052c87ca9b6e33dc4392710cfb5c59aMD55LICENSElicense.txtlicense.txttext/plain; charset=utf-81957https://repositorio.ufscar.br/bitstream/ufscar/11720/4/license.txtae0398b6f8b235e40ad82cba6c50031dMD54TEXTSILVA_Elisa_2019.pdf.txtSILVA_Elisa_2019.pdf.txtExtracted texttext/plain295936https://repositorio.ufscar.br/bitstream/ufscar/11720/6/SILVA_Elisa_2019.pdf.txt160bf430a327e7e0ab6bda701e6cb82fMD56THUMBNAILSILVA_Elisa_2019.pdf.jpgSILVA_Elisa_2019.pdf.jpgIM Thumbnailimage/jpeg6807https://repositorio.ufscar.br/bitstream/ufscar/11720/7/SILVA_Elisa_2019.pdf.jpg7edd5360cf0ffbcab1aee3710af8c4efMD57ufscar/117202023-09-18 18:31:38.327oai:repositorio.ufscar.br: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Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:38Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Formação inicial de professores de ciências e inclusão escolar: um olhar para as experiências de estágio |
dc.title.alternative.eng.fl_str_mv |
The initial training of science teachers and school inclusion: a look at the teaching training course experiences |
title |
Formação inicial de professores de ciências e inclusão escolar: um olhar para as experiências de estágio |
spellingShingle |
Formação inicial de professores de ciências e inclusão escolar: um olhar para as experiências de estágio Silva, Elisa Ramos da Formação inicial Educação Inclusiva Estágio Ensino de Ciências Initial Training Inclusive Education Internship Science Teaching CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
title_short |
Formação inicial de professores de ciências e inclusão escolar: um olhar para as experiências de estágio |
title_full |
Formação inicial de professores de ciências e inclusão escolar: um olhar para as experiências de estágio |
title_fullStr |
Formação inicial de professores de ciências e inclusão escolar: um olhar para as experiências de estágio |
title_full_unstemmed |
Formação inicial de professores de ciências e inclusão escolar: um olhar para as experiências de estágio |
title_sort |
Formação inicial de professores de ciências e inclusão escolar: um olhar para as experiências de estágio |
author |
Silva, Elisa Ramos da |
author_facet |
Silva, Elisa Ramos da |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/0509989333857924 |
dc.contributor.author.fl_str_mv |
Silva, Elisa Ramos da |
dc.contributor.advisor1.fl_str_mv |
Bazon, Fernanda Vilhena Mafra |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4400597671073289 |
dc.contributor.authorID.fl_str_mv |
2ea9d6a0-572f-43ad-b12b-fe9b363b4b93 |
contributor_str_mv |
Bazon, Fernanda Vilhena Mafra |
dc.subject.por.fl_str_mv |
Formação inicial Educação Inclusiva Estágio Ensino de Ciências |
topic |
Formação inicial Educação Inclusiva Estágio Ensino de Ciências Initial Training Inclusive Education Internship Science Teaching CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
dc.subject.eng.fl_str_mv |
Initial Training Inclusive Education Internship Science Teaching |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
description |
This study focused on the initial training of science teachers in the perspective of Inclusive Edu-cation (IE), with emphasis on the experiences during the internship. In Brazil, in most cases, students with Special Educational Needs (SEN) are still marginally inserted into regular class-rooms. One of the reasons refers to the deficits in initial and continuing teacher training, which discourages the inclusion of these students. Therefore, the teacher's preparation for attending students with disabilities and/or SEN is indispensable for the teaching-learning process to be consolidated. The objective of this research was to analyze if the experiences proposed by the science teaching training promote discussions, reflections and practices orientated towards the IE. For the data collection, the reports of the supervised internship were analyzed in: Sciences I and II; Biology I. Subsequently, self-filling instruments (SFIs) were applied to all the students from those disciplines and the teachers who was responsible for the internships. The research was based on Historical-Cultural Theory (HCT) and the Critical Historical Pedagogy (CHP). The analysis of the data was made from the historical-dialectical materialism, which investigates the phenomenon from a perspective of totality, considering the complexity of social realities and their historical significance. Consequently, it seeks to identify the connections between the dif-ferent aspects that characterize a certain reality. The results showed that there are reports about the subject in the internship final project and discussions about IE in the internship classes and other classes. However, these discussions can be low priority and with little theoretical and methodological discussion, since there is no compulsory subject in the area. Which we consider fundamental for training the future teachers of this undergraduation to the inclusion of students with disabilities and/or SEN in the regular classrooms. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-08-14T14:55:46Z |
dc.date.available.fl_str_mv |
2019-08-14T14:55:46Z |
dc.date.issued.fl_str_mv |
2019-03-07 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
SILVA, Elisa Ramos da. Formação inicial de professores de ciências e inclusão escolar: um olhar para as experiências de estágio. 2019. Dissertação (Mestrado em Educação em Ciências e Matemática) – Universidade Federal de São Carlos, Araras, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/11720. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/11720 |
identifier_str_mv |
SILVA, Elisa Ramos da. Formação inicial de professores de ciências e inclusão escolar: um olhar para as experiências de estágio. 2019. Dissertação (Mestrado em Educação em Ciências e Matemática) – Universidade Federal de São Carlos, Araras, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/11720. |
url |
https://repositorio.ufscar.br/handle/ufscar/11720 |
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por |
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por |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de São Carlos Câmpus Araras |
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Programa de Pós-Graduação em Educação em Ciências e Matemática - PPGEdCM-Ar |
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UFSCar |
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Universidade Federal de São Carlos Câmpus Araras |
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