A formação docente em química para a inclusão escolar: a experimentação com alunos com deficiência visual

• Autor(a) principal: França, Fernanda Araújo
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/8884
• topic: Formação de professores; Parceria-colaborativa; Inclusão escolar; Teacher training; Collaborative-partnership; School inclusion; EDUCACAO::ENSINO-APRENDIZAGEM

This dissertation objectified to study the contributions of the collaborative partnership university/school as a formative proposal of school inclusion professors. The research occurred in a Support Center to people with a visual impairment by means of Specialized Educational Assistance as a space for theoretical reflection of teaching practice in chemistry to people with a visual impairment in search of assumptions for teachers training in an inclusive perspective. Participating in this investigation was a professor trainer, a support teacher, a continuing education teacher / a postgraduate student and five teachers in initial training / undergraduates in graduate degree in chemistry in the Universidade Federal de Goiás (UFG), besides students with a visual impairment from Basic Education. Reflecting about the existing relationship between research and the teaching action, the research was set up as a research action, divided into three stages: the 1st stage consists of the effective performance of teachers in initial and continuing training in the daily life of the teaching institution; 2nd stage, in the theoretical reflection practical theoretical reflection of the proposals developed, and 3rd stage, in planning, action and joint reflection of the activities developed in the institution by the teachers in formation. Analyzing the empirical data regarding the speeches of the students and teachers during the classes, the interviews with CEBRAV’s representatives and the progress of the VI students who participated in the classes, our results point out that the teacher training from the development of research in partnerships collaborative learning institutions can be an alternative to improving the quality of inclusive education in regular classrooms. They also direct the possibility of teaching chemistry to people VI through experimentation, with this we assume the theoretical reflection of the practice in the Specialized Educational Assistance as an alternative for the construction of the necessary knowledge to the teacher training to act in the scope of teacher training.