A FORMAÇÃO CONTINUADA DE PROFESSORES E A INCLUSÃO DE ALUNOS COM DEFICIÊNCIA INTELECTUAL NOS ANOS FINAIS DO ENSINO FUNDAMENTAL

• Autor(a) principal: Oliveira, Ana Lucia Sodre de
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/16189
• topic: Formação Continuada De Professores; Inclusão Escolar; Deficiência Intelectual; subject.br-rjbn; Educação

The continuing education of teachers and the inclusion of students with intellectual disabilities in the final years of elementary school are interrelated requirements for students’ education with special educational needs in the perspective adopted in the research. Through a case study, focusing on the analysis of a course carried out with education professionals from Vitória teaching network, called "Inclusive pedagogical practices: challenges and perspectives", developed during the years 2016 to 2018, reflected up on that joint. For the production of data, a survey and semi-structured interviews were made with thirteen educators from the municipal education network of Vitória/ES, which seven are professionals who work in the Municipal Department of Education and six are teachers who work in the final years of elementary school, participating in the analyzed course. The historical-cultural perspective constituted the theoretical and methodological basis, considering the studies of Lev S. Vygotsky and his concept of mediation. António Nóvoa was also a guideline in the discussions on the importance of continuing teacher education. From this dialogue, six categories emerged for reflection. The results indicate there are challenges to be overcome in continuing education for the setting of inclusive pedagogical practices. One of the challenges raised is the training proposal, which still needs to include all professionals in the education network, restricted, in most cases, to specialized teachers. Finally, we found the continuing education of teachers can favor the development of inclusive pedagogical practices to facilitate the teaching process and consequently the learning process of students with intellectual disabilities. Based on these conclusions, a videocast/podcast was created as an educational product that presents reflections on the inclusion of students with intellectual disabilities in ordinary schools.