Challenges and contradictions of teachers from Paraíba about inclusion and Specialized Educational Servisse

Detalhes bibliográficos
Autor(a) principal: Medeiros Fernandes, Juliana
Data de Publicação: 2020
Outros Autores: Massaro, Munique
Tipo de documento: Artigo
Idioma: por
Título da fonte: Olhar de Professor (Online)
Texto Completo: https://revistas.uepg.br/index.php/olhardeprofessor/article/view/15197
Resumo: The objective of this research is to analyze the perception of teachers about inclusion and Specialized Educational Service in municipal schools in the State of Paraíba. Thus, a semi-structured interview was conducted with two teachers of regular education and two teachers of Specialized Educational Service. After the interviews, they were transcribed and analyzed based on analysis topics. From this study, the need for professionals to work in a more collaborative way is perceived in order to favor the learning of students targeting Special Education and to promote inclusion. In addition, it became evident that the teachers do not have specific training and knowledge of their responsibilities, in addition to being resistant to the idea that the responsibility for the success or failure of the students belongs to all school professionals.
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spelling Challenges and contradictions of teachers from Paraíba about inclusion and Specialized Educational ServisseDesafíos y contradicciones de los profesores de Paraíba acerca de la inclusión educativa Y el Servicio Educativo EspecializadoDesafios e contradições de professores da Paraíba acerca da inclusão e do Atendimento Educacional Especializadoeducação especial; profissionais da educação; funções docentesspecial education; education professionals; teaching functionseducación especial; profesionales de la educación; funciones de los docentesThe objective of this research is to analyze the perception of teachers about inclusion and Specialized Educational Service in municipal schools in the State of Paraíba. Thus, a semi-structured interview was conducted with two teachers of regular education and two teachers of Specialized Educational Service. After the interviews, they were transcribed and analyzed based on analysis topics. From this study, the need for professionals to work in a more collaborative way is perceived in order to favor the learning of students targeting Special Education and to promote inclusion. In addition, it became evident that the teachers do not have specific training and knowledge of their responsibilities, in addition to being resistant to the idea that the responsibility for the success or failure of the students belongs to all school professionals.El objetivo de esta investigación es analizar la percepción de los docentes sobre la inclusión y el Servicio Educativo Especializado en colegios municipales del Estado de Paraíba. Así, se realizó una entrevista semiestructurada con dos docentes de educación regular y dos docentes del Servicio Educativo Especializado. Después de las entrevistas, fueron transcritas y analizadas en base a temas de análisis. A partir de este estudio, se percibe la necesidad de que los profesionales trabajen de manera más colaborativa para favorecer el aprendizaje de los estudiantes que se dirigen a la Educación Especial y promover la inclusión. Además, se hizo evidente que los maestros no tienen capacitación específica y conocimiento de sus responsabilidades, además de ser resistentes a la idea de que la responsabilidad del éxito o el fracaso de los estudiantes pertenece a todos los profesionales de la escuela.O objetivo desta pesquisa é analisar a percepção de professores acerca da inclusão e do Atendimento Educacional Especializado nas escolas municipais do Estado da Paraíba. Assim, foi realizada uma entrevista semiestruturada com duas professoras do ensino regular e duas professoras do Atendimento Educacional Especializado. Após as entrevistas, elas foram transcritas e analisadas a partir de temas de análise. A partir deste estudo percebe-se a necessidade de os profissionais trabalharem de forma mais colaborativa a fim de favorecer a aprendizagem de alunos público-alvo da Educação Especial e promover a inclusão. Ademais, evidenciou-se que as professoras não têm formação específica e conhecimento de suas responsabilidades, além de se mostrarem resistentes a ideia de que a responsabilidade do sucesso ou fracasso dos alunos são de todos os profissionais da escola.Editora UEPG2020-06-17info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontextotextoinfo:eu-repo/semantics/otherapplication/pdftext/xmlapplication/ziphttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/1519710.5212/OlharProfr.v.23.2020.15197.209209224492.0423Olhar de Professor; Bd. 23 (2020): Publicação Contínua; 1-16Olhar de Professor; Vol. 23 (2020): Publicação Contínua; 1-16Olhar de Professor; Vol. 23 (2020): Publicação Contínua; 1-16Olhar de Professor; Vol. 23 (2020): Publicação Contínua; 1-16Olhar de Professor; v. 23 (2020): Publicação Contínua; 1-161984-01871518-5648reponame:Olhar de Professor (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/15197/209209213378https://revistas.uepg.br/index.php/olhardeprofessor/article/view/15197/209209215861https://revistas.uepg.br/index.php/olhardeprofessor/article/view/15197/209209215862Medeiros Fernandes, JulianaMassaro, Muniqueinfo:eu-repo/semantics/openAccess2022-03-19T13:48:46Zoai:uepg.br:article/15197Revistahttps://revistas2.uepg.br/index.php/olhardeprofessor/indexPUBhttps://revistas2.uepg.br/index.php/olhardeprofessor/oaiolhardeprofessor@uepg.br||1984-01871518-5648opendoar:2022-03-19T13:48:46Olhar de Professor (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Challenges and contradictions of teachers from Paraíba about inclusion and Specialized Educational Servisse
Desafíos y contradicciones de los profesores de Paraíba acerca de la inclusión educativa Y el Servicio Educativo Especializado
Desafios e contradições de professores da Paraíba acerca da inclusão e do Atendimento Educacional Especializado
title Challenges and contradictions of teachers from Paraíba about inclusion and Specialized Educational Servisse
spellingShingle Challenges and contradictions of teachers from Paraíba about inclusion and Specialized Educational Servisse
Medeiros Fernandes, Juliana
educação especial; profissionais da educação; funções docentes
special education; education professionals; teaching functions
educación especial; profesionales de la educación; funciones de los docentes
title_short Challenges and contradictions of teachers from Paraíba about inclusion and Specialized Educational Servisse
title_full Challenges and contradictions of teachers from Paraíba about inclusion and Specialized Educational Servisse
title_fullStr Challenges and contradictions of teachers from Paraíba about inclusion and Specialized Educational Servisse
title_full_unstemmed Challenges and contradictions of teachers from Paraíba about inclusion and Specialized Educational Servisse
title_sort Challenges and contradictions of teachers from Paraíba about inclusion and Specialized Educational Servisse
author Medeiros Fernandes, Juliana
author_facet Medeiros Fernandes, Juliana
Massaro, Munique
author_role author
author2 Massaro, Munique
author2_role author
dc.contributor.author.fl_str_mv Medeiros Fernandes, Juliana
Massaro, Munique
dc.subject.por.fl_str_mv educação especial; profissionais da educação; funções docentes
special education; education professionals; teaching functions
educación especial; profesionales de la educación; funciones de los docentes
topic educação especial; profissionais da educação; funções docentes
special education; education professionals; teaching functions
educación especial; profesionales de la educación; funciones de los docentes
description The objective of this research is to analyze the perception of teachers about inclusion and Specialized Educational Service in municipal schools in the State of Paraíba. Thus, a semi-structured interview was conducted with two teachers of regular education and two teachers of Specialized Educational Service. After the interviews, they were transcribed and analyzed based on analysis topics. From this study, the need for professionals to work in a more collaborative way is perceived in order to favor the learning of students targeting Special Education and to promote inclusion. In addition, it became evident that the teachers do not have specific training and knowledge of their responsibilities, in addition to being resistant to the idea that the responsibility for the success or failure of the students belongs to all school professionals.
publishDate 2020
dc.date.none.fl_str_mv 2020-06-17
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10.5212/OlharProfr.v.23.2020.15197.209209224492.0423
url https://revistas.uepg.br/index.php/olhardeprofessor/article/view/15197
identifier_str_mv 10.5212/OlharProfr.v.23.2020.15197.209209224492.0423
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dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/olhardeprofessor/article/view/15197/209209213378
https://revistas.uepg.br/index.php/olhardeprofessor/article/view/15197/209209215861
https://revistas.uepg.br/index.php/olhardeprofessor/article/view/15197/209209215862
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dc.publisher.none.fl_str_mv Editora UEPG
publisher.none.fl_str_mv Editora UEPG
dc.source.none.fl_str_mv Olhar de Professor; Bd. 23 (2020): Publicação Contínua; 1-16
Olhar de Professor; Vol. 23 (2020): Publicação Contínua; 1-16
Olhar de Professor; Vol. 23 (2020): Publicação Contínua; 1-16
Olhar de Professor; Vol. 23 (2020): Publicação Contínua; 1-16
Olhar de Professor; v. 23 (2020): Publicação Contínua; 1-16
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