Depae/Pontal and its contributions to initial training: analysis of actions taken (2015-2020)

Detalhes bibliográficos
Autor(a) principal: Vilela, Maria Aparecida Augusto Satto
Data de Publicação: 2022
Outros Autores: Teixeira, Lucas Diniz
Tipo de documento: Artigo
Idioma: por
Título da fonte: Olhar de Professor (Online)
Texto Completo: https://revistas.uepg.br/index.php/olhardeprofessor/article/view/18460
Resumo: This article aims to reflect and discuss the scope of the actions developed by the Division of Teaching, Research, Extension and Service in Special Education - Depae, of the Federal University of Uberlândia, Campus Pontal, regarding the initial training of undergraduate students who participated in what was promoted by this division in the period from 2015 to 2020, who act/acted, directly or not, with the target population of special education. In this sense, the document analysis was based on some authors (MENDES, 2006; MICHELS, 2006, 2011; VAZ; MICHELS, 2017 and GLAT; ESTEF, 2021) and advising documents (BRAZIL, 2008; BRAZIL, 2015). It can be concluded that DEPAE/Pontal, even with obstacles, seeks to promote actions in this area of ​​inclusive education, contributing to the training of undergraduate students at the Pontal campus.
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spelling Depae/Pontal and its contributions to initial training: analysis of actions taken (2015-2020)Depae/Pontal y sus aportes a la formación inicial: análisis de las acciones emprendidas (2015-2020)Depae/Pontal e suas contribuições para a formação inicial: análise das ações empreendidas (2015-2020)Educação especial e inclusiva.Ensino superior. Formação inicial.Special and inclusive education. University education. Initial formation.Educación especial e inclusiva. Enseñanza superior. Formación inicial.This article aims to reflect and discuss the scope of the actions developed by the Division of Teaching, Research, Extension and Service in Special Education - Depae, of the Federal University of Uberlândia, Campus Pontal, regarding the initial training of undergraduate students who participated in what was promoted by this division in the period from 2015 to 2020, who act/acted, directly or not, with the target population of special education. In this sense, the document analysis was based on some authors (MENDES, 2006; MICHELS, 2006, 2011; VAZ; MICHELS, 2017 and GLAT; ESTEF, 2021) and advising documents (BRAZIL, 2008; BRAZIL, 2015). It can be concluded that DEPAE/Pontal, even with obstacles, seeks to promote actions in this area of ​​inclusive education, contributing to the training of undergraduate students at the Pontal campus.Este artículo tiene como objetivo reflejar y problematizar el alcance de las acciones desarrolladas por la División de Enseñanza, Investigación, Extensión y Atención en Educación Especial – Depae, de la Universidad Federal de Uberlândia, Campus Pontal, con respecto a la formación inicial de los estudiantes de graduación que participaron en lo que fue promovido por esta división en el período de 2015 a 2020, que actúan/actuaron, directamente o no, con la población objeto de la educación especial. En este sentido, el análisis documental se baseó en algunos autores (MENDES, 2006; MICHELS, 2006, 2011; VAZ; MICHELS, 2017 y GLAT; ESTEF, 2021) y asesoramiento de documentos (BRASIL, 2008; BRASIL, 2015). Se puede concluir que Depae/Pontal, aún con obstáculos, busca promover acciones en el área de la educación inclusiva, contribuyendo a la formación de estudiantes de graduación del campus Pontal.Este artigo tem como objetivo refletir e problematizar o alcance das ações desenvolvidas pela Divisão de Ensino, Pesquisa, Extensão e Atendimento em Educação Especial – Depae, da Universidade Federal de Uberlândia, Campus Pontal, no tocante à formação inicial dos(as) estudantes de graduação que participaram do que foi promovido por essa divisão no período de 2015 a 2020, os quais atuam/atuaram, diretamente ou não, com a população alvo da educação especial. Nesse sentido, a análise documental fundamentou-se em alguns autores (MENDES, 2006; MICHELS, 2006, 2011; VAZ; MICHELS, 2017 e GLAT; ESTEF, 2021) e documentos orientadores (BRASIL, 2008; BRASIL, 2015). Pode-se concluir que a DEPAE/Pontal, mesmo com obstáculos, procura promover ações na área da educação inclusiva, contribuindo para a formação dos(as) graduandos(as) do campus Pontal.Editora UEPG2022-09-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPDF textTexto PDFTexto PDFapplication/pdfhttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/1846010.5212/OlharProfr.v.25.18460.039Olhar de Professor; Bd. 25 (2022): Publicação Contínua; 1-23Olhar de Professor; Vol. 25 (2022): Continuous Publication; 1-23Olhar de Professor; Vol. 25 (2022): Publicación Continua; 1-23Olhar de Professor; Vol. 25 (2022): Publicação Contínua; 1-23Olhar de Professor; v. 25 (2022): Publicação Contínua; 1-231984-01871518-5648reponame:Olhar de Professor (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/18460/209209216943Copyright (c) 2022 Maria Aparecida Augusto Satto Vilela, Lucas Diniz Teixeirahttps://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessVilela, Maria Aparecida Augusto Satto Teixeira, Lucas Diniz2023-03-08T01:37:19Zoai:uepg.br:article/18460Revistahttps://revistas2.uepg.br/index.php/olhardeprofessor/indexPUBhttps://revistas2.uepg.br/index.php/olhardeprofessor/oaiolhardeprofessor@uepg.br||1984-01871518-5648opendoar:2023-03-08T01:37:19Olhar de Professor (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Depae/Pontal and its contributions to initial training: analysis of actions taken (2015-2020)
Depae/Pontal y sus aportes a la formación inicial: análisis de las acciones emprendidas (2015-2020)
Depae/Pontal e suas contribuições para a formação inicial: análise das ações empreendidas (2015-2020)
title Depae/Pontal and its contributions to initial training: analysis of actions taken (2015-2020)
spellingShingle Depae/Pontal and its contributions to initial training: analysis of actions taken (2015-2020)
Vilela, Maria Aparecida Augusto Satto
Educação especial e inclusiva.
Ensino superior.
Formação inicial.
Special and inclusive education.
University education.
Initial formation.
Educación especial e inclusiva.
Enseñanza superior.
Formación inicial.
title_short Depae/Pontal and its contributions to initial training: analysis of actions taken (2015-2020)
title_full Depae/Pontal and its contributions to initial training: analysis of actions taken (2015-2020)
title_fullStr Depae/Pontal and its contributions to initial training: analysis of actions taken (2015-2020)
title_full_unstemmed Depae/Pontal and its contributions to initial training: analysis of actions taken (2015-2020)
title_sort Depae/Pontal and its contributions to initial training: analysis of actions taken (2015-2020)
author Vilela, Maria Aparecida Augusto Satto
author_facet Vilela, Maria Aparecida Augusto Satto
Teixeira, Lucas Diniz
author_role author
author2 Teixeira, Lucas Diniz
author2_role author
dc.contributor.author.fl_str_mv Vilela, Maria Aparecida Augusto Satto
Teixeira, Lucas Diniz
dc.subject.por.fl_str_mv Educação especial e inclusiva.
Ensino superior.
Formação inicial.
Special and inclusive education.
University education.
Initial formation.
Educación especial e inclusiva.
Enseñanza superior.
Formación inicial.
topic Educação especial e inclusiva.
Ensino superior.
Formação inicial.
Special and inclusive education.
University education.
Initial formation.
Educación especial e inclusiva.
Enseñanza superior.
Formación inicial.
description This article aims to reflect and discuss the scope of the actions developed by the Division of Teaching, Research, Extension and Service in Special Education - Depae, of the Federal University of Uberlândia, Campus Pontal, regarding the initial training of undergraduate students who participated in what was promoted by this division in the period from 2015 to 2020, who act/acted, directly or not, with the target population of special education. In this sense, the document analysis was based on some authors (MENDES, 2006; MICHELS, 2006, 2011; VAZ; MICHELS, 2017 and GLAT; ESTEF, 2021) and advising documents (BRAZIL, 2008; BRAZIL, 2015). It can be concluded that DEPAE/Pontal, even with obstacles, seeks to promote actions in this area of ​​inclusive education, contributing to the training of undergraduate students at the Pontal campus.
publishDate 2022
dc.date.none.fl_str_mv 2022-09-04
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
PDF text
Texto PDF
Texto PDF
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/olhardeprofessor/article/view/18460
10.5212/OlharProfr.v.25.18460.039
url https://revistas.uepg.br/index.php/olhardeprofessor/article/view/18460
identifier_str_mv 10.5212/OlharProfr.v.25.18460.039
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/olhardeprofessor/article/view/18460/209209216943
dc.rights.driver.fl_str_mv Copyright (c) 2022 Maria Aparecida Augusto Satto Vilela, Lucas Diniz Teixeira
https://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Maria Aparecida Augusto Satto Vilela, Lucas Diniz Teixeira
https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
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. 25 (2022): Publicação Contínua; 1-23
Olhar de Professor; Vol. 25 (2022): Continuous Publication; 1-23
Olhar de Professor; Vol. 25 (2022): Publicación Continua; 1-23
Olhar de Professor; Vol. 25 (2022): Publicação Contínua; 1-23
Olhar de Professor; v. 25 (2022): Publicação Contínua; 1-23
1984-0187
1518-5648
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instname:Universidade Estadual de Ponta Grossa (UEPG)
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instacron_str UEPG
institution UEPG
reponame_str Olhar de Professor (Online)
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repository.mail.fl_str_mv olhardeprofessor@uepg.br||
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