Inclusão de estudantes deficientes no contexto da formação docente
Autor(a) principal: | |
---|---|
Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFMA |
Texto Completo: | https://tedebc.ufma.br/jspui/handle/tede/tede/3447 |
Resumo: | The main objective of the research was to analyze the training of teachers who serve students with disabilities included in the regular classroom of the final grades of elementary school of two schools in the municipal public network. The research is based on the Critical Theory of Society framework, most notably in the texts of Theodor W. Adorno, Max Horkheimer and collaborators, seeking to understand how objective social conditions interfere in training, especially in teacher training. As for the methodological approach, it is an empirical investigation, with a qualitative approach and an exploratory field research type, which characterizes the conceptions of inclusive education in teacher education and inclusion of disabled students included in the regular classrooms of the municipal public school of São Luis. The instruments for data collection were: a semi-structured interview, use of a questionnaire to characterize the profile of the participants and analysis of legal documents that guide the municipal education policy. It was possible to verify that teacher training takes place in the municipality in a very disjointed way. Schools in the municipality are still adapting to receive disabled students in regular classroom. Teaching in the regular classroom is still precarious for the disabled students, a finding revealed in the speech of the teachers who declared they had no training to work in an inclusive classroom. Teachers’ knowledge about teacher training policy inclusive Education is minimal. All teachers stated that knowledge regarding inclusive education was not part of their formative trajectories, while recognizing the need to approach the theme in order to clarify issues related to inclusive education. |
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CARVALHO, Mariza Borges Wall Barbosa dehttp://lattes.cnpq.br/9809524455006197CARVALHO, Mariza Borges Wall Barbosa dehttp://lattes.cnpq.br/9809524455006197PORTELA, Edinólia Limahttp://lattes.cnpq.br/5507233104134545SILVA, Regiana Sousahttp://lattes.cnpq.br/5165102547137681http://lattes.cnpq.br/9337892556446333CUTRIM, Diná Freire2022-01-13T14:02:54Z2020-08-06CUTRIM, Diná Freire. Inclusão de estudantes deficientes no contexto da formação docente. 2020.149 f. Dissertação (Programa de Pós-Graduação em Educação/CCSO) - Universidade Federal do Maranhão, São Luís, 2020.https://tedebc.ufma.br/jspui/handle/tede/tede/3447The main objective of the research was to analyze the training of teachers who serve students with disabilities included in the regular classroom of the final grades of elementary school of two schools in the municipal public network. The research is based on the Critical Theory of Society framework, most notably in the texts of Theodor W. Adorno, Max Horkheimer and collaborators, seeking to understand how objective social conditions interfere in training, especially in teacher training. As for the methodological approach, it is an empirical investigation, with a qualitative approach and an exploratory field research type, which characterizes the conceptions of inclusive education in teacher education and inclusion of disabled students included in the regular classrooms of the municipal public school of São Luis. The instruments for data collection were: a semi-structured interview, use of a questionnaire to characterize the profile of the participants and analysis of legal documents that guide the municipal education policy. It was possible to verify that teacher training takes place in the municipality in a very disjointed way. Schools in the municipality are still adapting to receive disabled students in regular classroom. Teaching in the regular classroom is still precarious for the disabled students, a finding revealed in the speech of the teachers who declared they had no training to work in an inclusive classroom. Teachers’ knowledge about teacher training policy inclusive Education is minimal. All teachers stated that knowledge regarding inclusive education was not part of their formative trajectories, while recognizing the need to approach the theme in order to clarify issues related to inclusive education.O objetivo principal da pesquisa foi analisar a formação de professores que atendem alunos com deficiencia incluídos nas salas regulares das séries finais do Ensino Fundamental de duas escolas da rede pública municipal. A pesquisa fundamenta-se no referencial da Teoria Crítica da Sociedade, mais notadamente nos textos de Theodor W. Adorno, Max Horkheimer e colaboradores, buscando compreender como as condições sociais objetivas interferem na formação, especialmente na formação de professores. Quanto à abordagem metodológica, trata-se de uma investigação empírica, de abordagem qualitativa do tipo pesquisa de campo exploratória, que caracteriza as concepções de educação inclusiva da formação de professores e inclusão de estudantes deficientes incluídos nas salas regulares da rede pública municipal de São Luís. Os instrumentos de coleta de dados foram: entrevista semiestruturada, uso de questionário para caracterizar o perfil dos participantes e análises de documentos legais que norteiam a política municipal de educação. Foi possível verificar que a formação de professores acontece no município de forma desarticulada. As escolas do munícipio ainda estão se adaptando para receber os alunos deficientes nas salas regulares. O ensino na sala regular ainda é precário para o aluno deficiente, constatação revelada na fala dos professores que declararam não ter formação para trabalhar em sala inclusiva. Os conhecimentos dos professores acerca da política de formação docente e Educação Inclusiva são mínimos. Todos os professores afirmaram que os conhecimentos referentes à educação inclusiva não fizeram parte das suas trajetórias formativas, ao passo que reconheceram a necessidade da abordagem do tema de maneira a esclarecer as questões referentes à educação inclusiva.Submitted by Sheila MONTEIRO (sheila.monteiro@ufma.br) on 2022-01-13T14:02:54Z No. of bitstreams: 1 DINÁ - CUTRIM.pdf: 2131561 bytes, checksum: 5400c10636077166032335f5e69f7506 (MD5)Made available in DSpace on 2022-01-13T14:02:54Z (GMT). No. of bitstreams: 1 DINÁ - CUTRIM.pdf: 2131561 bytes, checksum: 5400c10636077166032335f5e69f7506 (MD5) Previous issue date: 2020-08-06application/pdfporUniversidade Federal do MaranhãoPROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO/CCSOUFMABrasilDEPARTAMENTO DE EDUCAÇÃO II/CCSOFormação de professoresEducação inclusivaTeoria crítica da sociedadeTeacher trainingInclusive educationCritical theory of societyEducaçãoInclusão de estudantes deficientes no contexto da formação docenteInclusion of disabled students in the context of teacher traininginfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFMAinstname:Universidade Federal do Maranhão (UFMA)instacron:UFMAORIGINALDINÁ - CUTRIM.pdfDINÁ - CUTRIM.pdfapplication/pdf2131561http://tedebc.ufma.br:8080/bitstream/tede/3447/2/DIN%C3%81+-+CUTRIM.pdf5400c10636077166032335f5e69f7506MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82255http://tedebc.ufma.br:8080/bitstream/tede/3447/1/license.txt97eeade1fce43278e63fe063657f8083MD51tede/34472022-01-13 11:02:54.221oai:tede2: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Biblioteca Digital de Teses e Dissertaçõeshttps://tedebc.ufma.br/jspui/PUBhttp://tedebc.ufma.br:8080/oai/requestrepositorio@ufma.br||repositorio@ufma.bropendoar:21312022-01-13T14:02:54Biblioteca Digital de Teses e Dissertações da UFMA - Universidade Federal do Maranhão (UFMA)false |
dc.title.por.fl_str_mv |
Inclusão de estudantes deficientes no contexto da formação docente |
dc.title.alternative.eng.fl_str_mv |
Inclusion of disabled students in the context of teacher training |
title |
Inclusão de estudantes deficientes no contexto da formação docente |
spellingShingle |
Inclusão de estudantes deficientes no contexto da formação docente CUTRIM, Diná Freire Formação de professores Educação inclusiva Teoria crítica da sociedade Teacher training Inclusive education Critical theory of society Educação |
title_short |
Inclusão de estudantes deficientes no contexto da formação docente |
title_full |
Inclusão de estudantes deficientes no contexto da formação docente |
title_fullStr |
Inclusão de estudantes deficientes no contexto da formação docente |
title_full_unstemmed |
Inclusão de estudantes deficientes no contexto da formação docente |
title_sort |
Inclusão de estudantes deficientes no contexto da formação docente |
author |
CUTRIM, Diná Freire |
author_facet |
CUTRIM, Diná Freire |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
CARVALHO, Mariza Borges Wall Barbosa de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9809524455006197 |
dc.contributor.referee1.fl_str_mv |
CARVALHO, Mariza Borges Wall Barbosa de |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/9809524455006197 |
dc.contributor.referee2.fl_str_mv |
PORTELA, Edinólia Lima |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/5507233104134545 |
dc.contributor.referee3.fl_str_mv |
SILVA, Regiana Sousa |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/5165102547137681 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9337892556446333 |
dc.contributor.author.fl_str_mv |
CUTRIM, Diná Freire |
contributor_str_mv |
CARVALHO, Mariza Borges Wall Barbosa de CARVALHO, Mariza Borges Wall Barbosa de PORTELA, Edinólia Lima SILVA, Regiana Sousa |
dc.subject.por.fl_str_mv |
Formação de professores Educação inclusiva Teoria crítica da sociedade |
topic |
Formação de professores Educação inclusiva Teoria crítica da sociedade Teacher training Inclusive education Critical theory of society Educação |
dc.subject.eng.fl_str_mv |
Teacher training Inclusive education Critical theory of society |
dc.subject.cnpq.fl_str_mv |
Educação |
description |
The main objective of the research was to analyze the training of teachers who serve students with disabilities included in the regular classroom of the final grades of elementary school of two schools in the municipal public network. The research is based on the Critical Theory of Society framework, most notably in the texts of Theodor W. Adorno, Max Horkheimer and collaborators, seeking to understand how objective social conditions interfere in training, especially in teacher training. As for the methodological approach, it is an empirical investigation, with a qualitative approach and an exploratory field research type, which characterizes the conceptions of inclusive education in teacher education and inclusion of disabled students included in the regular classrooms of the municipal public school of São Luis. The instruments for data collection were: a semi-structured interview, use of a questionnaire to characterize the profile of the participants and analysis of legal documents that guide the municipal education policy. It was possible to verify that teacher training takes place in the municipality in a very disjointed way. Schools in the municipality are still adapting to receive disabled students in regular classroom. Teaching in the regular classroom is still precarious for the disabled students, a finding revealed in the speech of the teachers who declared they had no training to work in an inclusive classroom. Teachers’ knowledge about teacher training policy inclusive Education is minimal. All teachers stated that knowledge regarding inclusive education was not part of their formative trajectories, while recognizing the need to approach the theme in order to clarify issues related to inclusive education. |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-08-06 |
dc.date.accessioned.fl_str_mv |
2022-01-13T14:02:54Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
CUTRIM, Diná Freire. Inclusão de estudantes deficientes no contexto da formação docente. 2020.149 f. Dissertação (Programa de Pós-Graduação em Educação/CCSO) - Universidade Federal do Maranhão, São Luís, 2020. |
dc.identifier.uri.fl_str_mv |
https://tedebc.ufma.br/jspui/handle/tede/tede/3447 |
identifier_str_mv |
CUTRIM, Diná Freire. Inclusão de estudantes deficientes no contexto da formação docente. 2020.149 f. Dissertação (Programa de Pós-Graduação em Educação/CCSO) - Universidade Federal do Maranhão, São Luís, 2020. |
url |
https://tedebc.ufma.br/jspui/handle/tede/tede/3447 |
dc.language.iso.fl_str_mv |
por |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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Universidade Federal do Maranhão |
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PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO/CCSO |
dc.publisher.initials.fl_str_mv |
UFMA |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
DEPARTAMENTO DE EDUCAÇÃO II/CCSO |
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Universidade Federal do Maranhão |
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