Teacher training and educational inclusion: reflections on short-term in-service training on neurosciences

Detalhes bibliográficos
Autor(a) principal: Marques, Stela
Data de Publicação: 2021
Tipo de documento: Artigo
Idioma: por
Título da fonte: Pesquisa e Debate em Educação (Online)
Texto Completo: https://periodicos.ufjf.br/index.php/RPDE/article/view/31856
Resumo: This text presents some considerations on inclusion and teacher training. It also describes the results of a small-scale study developed at a public elementary school, where six four-hour workshops on brain functioning were implemented: disability (physical, hearing, visual, intellectual), Global Developmental Delay and Giftedness. The workshops were designed to train teachers and inclusion assistants and had the contributions of the NeuroEduca Project Medical students. Topics were discussed from a neuroscientific perspective and on how the learning process occurs for pupils with educational needs. About 15 educators participated in these workshops that were deemed invaluable and unprecedented, despite its short term duration. It was an opportunity to reflect on practice and educational inclusion.
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spelling Teacher training and educational inclusion: reflections on short-term in-service training on neurosciencesFormación docente e inclusión educativa: reflexiones sobre una breve formación continua en neurocienciasFormação docente e inclusão educacional: reflexões sobre breve formação continuada no âmbito das neurociênciasFormação docenteNeurociênciasInclusão educacionalFormación del profesoradoInclusión educativaNeurocienciasTeacher trainingEducational inclusionNeurosciencesThis text presents some considerations on inclusion and teacher training. It also describes the results of a small-scale study developed at a public elementary school, where six four-hour workshops on brain functioning were implemented: disability (physical, hearing, visual, intellectual), Global Developmental Delay and Giftedness. The workshops were designed to train teachers and inclusion assistants and had the contributions of the NeuroEduca Project Medical students. Topics were discussed from a neuroscientific perspective and on how the learning process occurs for pupils with educational needs. About 15 educators participated in these workshops that were deemed invaluable and unprecedented, despite its short term duration. It was an opportunity to reflect on practice and educational inclusion.Este texto presenta reflexiones sobre inclusión y formación de profesores. Además, presenta los resultados de un corto estudio desarrollado en una escuela primaria pública, donde se implementaron seis talleres de 4 horas sobre el funcionamiento del cerebro: discapacidad (física, auditiva, visual, intelectual), Retraso Global del Desarrollo y altas capacidades. Los talleres fueron diseñados para capacitar a maestros y asistentes de inclusión y contaron con la contribución de estudiantes de Medicina del Proyecto NeuroEduca. Tópicos se discutieron desde la perspectiva neurocientífica y el aprendizaje de estudiantes con necesidades educativas. En torno de 15 educadores participaron en cada taller y los consideraron valiosos y únicos, mismo de duración reducida. Fue una oportunidad para reflexionar sobre prácticas e inclusión educativa.Este texto apresenta reflexões sobre inclusão e formação docente. Apresenta ainda os resultados de um breve estudo desenvolvido numa escola pública do Ensino Fundamental, onde foram implementadas seis oficinas de 4 horas sobre cérebro nos âmbitos da deficiência (física, auditiva, visual, intelectual), Transtornos Globais do Desenvolvimento e Altas Habilidades. Oficinas foram projetadas para dar formação a professores e assistentes de apoio e tiveram a colaboração de estudantes de Medicina do Projeto NeuroEduca. Os temas foram discutidos na ótica neurocientífica e no processamento da aprendizagem de alunos com necessidades educacionais. Cerca de 15 educadores participaram nas oficinas, avaliadas como valiosas e inéditas, apesar da duração reduzida. Foi uma oportunidade para refletir sobre práticas e educação inclusiva.Centro de Políticas Públicas e Avaliação da Educação (CAEd)2021-10-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufjf.br/index.php/RPDE/article/view/3185610.34019/2237-9444.2021.v11.31856Pesquisa e Debate em Educação; v. 11 n. 2 (2021): Publicação contínua; 1-18, e318562237-94442237-9436reponame:Pesquisa e Debate em Educação (Online)instname:Universidade Federal de Juiz de Fora (UFJF)instacron:UFJFporhttps://periodicos.ufjf.br/index.php/RPDE/article/view/31856/24130Copyright (c) 2021 Pesquisa e Debate em Educaçãoinfo:eu-repo/semantics/openAccessMarques, Stela2021-08-16T17:59:47Zoai:periodicos.ufjf.br:article/31856Revistahttps://periodicos.ufjf.br/index.php/RPDEPUBhttps://periodicos.ufjf.br/index.php/RPDE/oaifrederico.braida@arquitetura.ufjf.br / revista@caed.ufjf.brhttps://doi.org/10.34019/2237-94442237-94442237-9436opendoar:2023-01-12T16:09:31.871370Pesquisa e Debate em Educação (Online) - Universidade Federal de Juiz de Fora (UFJF)true
dc.title.none.fl_str_mv Teacher training and educational inclusion: reflections on short-term in-service training on neurosciences
Formación docente e inclusión educativa: reflexiones sobre una breve formación continua en neurociencias
Formação docente e inclusão educacional: reflexões sobre breve formação continuada no âmbito das neurociências
title Teacher training and educational inclusion: reflections on short-term in-service training on neurosciences
spellingShingle Teacher training and educational inclusion: reflections on short-term in-service training on neurosciences
Marques, Stela
Formação docente
Neurociências
Inclusão educacional
Formación del profesorado
Inclusión educativa
Neurociencias
Teacher training
Educational inclusion
Neurosciences
title_short Teacher training and educational inclusion: reflections on short-term in-service training on neurosciences
title_full Teacher training and educational inclusion: reflections on short-term in-service training on neurosciences
title_fullStr Teacher training and educational inclusion: reflections on short-term in-service training on neurosciences
title_full_unstemmed Teacher training and educational inclusion: reflections on short-term in-service training on neurosciences
title_sort Teacher training and educational inclusion: reflections on short-term in-service training on neurosciences
author Marques, Stela
author_facet Marques, Stela
author_role author
dc.contributor.author.fl_str_mv Marques, Stela
dc.subject.por.fl_str_mv Formação docente
Neurociências
Inclusão educacional
Formación del profesorado
Inclusión educativa
Neurociencias
Teacher training
Educational inclusion
Neurosciences
topic Formação docente
Neurociências
Inclusão educacional
Formación del profesorado
Inclusión educativa
Neurociencias
Teacher training
Educational inclusion
Neurosciences
description This text presents some considerations on inclusion and teacher training. It also describes the results of a small-scale study developed at a public elementary school, where six four-hour workshops on brain functioning were implemented: disability (physical, hearing, visual, intellectual), Global Developmental Delay and Giftedness. The workshops were designed to train teachers and inclusion assistants and had the contributions of the NeuroEduca Project Medical students. Topics were discussed from a neuroscientific perspective and on how the learning process occurs for pupils with educational needs. About 15 educators participated in these workshops that were deemed invaluable and unprecedented, despite its short term duration. It was an opportunity to reflect on practice and educational inclusion.
publishDate 2021
dc.date.none.fl_str_mv 2021-10-10
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufjf.br/index.php/RPDE/article/view/31856
10.34019/2237-9444.2021.v11.31856
url https://periodicos.ufjf.br/index.php/RPDE/article/view/31856
identifier_str_mv 10.34019/2237-9444.2021.v11.31856
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufjf.br/index.php/RPDE/article/view/31856/24130
dc.rights.driver.fl_str_mv Copyright (c) 2021 Pesquisa e Debate em Educação
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Pesquisa e Debate em Educação
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Centro de Políticas Públicas e Avaliação da Educação (CAEd)
publisher.none.fl_str_mv Centro de Políticas Públicas e Avaliação da Educação (CAEd)
dc.source.none.fl_str_mv Pesquisa e Debate em Educação; v. 11 n. 2 (2021): Publicação contínua; 1-18, e31856
2237-9444
2237-9436
reponame:Pesquisa e Debate em Educação (Online)
instname:Universidade Federal de Juiz de Fora (UFJF)
instacron:UFJF
instname_str Universidade Federal de Juiz de Fora (UFJF)
instacron_str UFJF
institution UFJF
reponame_str Pesquisa e Debate em Educação (Online)
collection Pesquisa e Debate em Educação (Online)
repository.name.fl_str_mv Pesquisa e Debate em Educação (Online) - Universidade Federal de Juiz de Fora (UFJF)
repository.mail.fl_str_mv frederico.braida@arquitetura.ufjf.br / revista@caed.ufjf.br
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