A formação de professores(as) para o atendimento educacional especializado nas escolas da Rede Estadual de São Luís - MA, no período de 2016 a 2019

Detalhes bibliográficos
Autor(a) principal: VALE, Claudia de Oliveira
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/4314
Resumo: This work deals with the continuing training of teachers of specialized educational care (ESA), in the schools of Basic Education, of the state public school system, in São Luís, MA, in the period from 2016 to 2019. As a General Objective, of this dissertation work, we seek to identify which continuing education theteachers of the Multifunctional Resource Rooms l(SRM),who perform their functions in the Specialized Educational Care of the State School Network ofSão Luís, receive from the Special Education Advisory(AEESP/MA) and as Specific Objectives, to map the training profile of teachers working in the AEE in the Multifunctional Resource Rooms, know the theoretical methodological proposal addressedin the continuing training aimed at teachers of the ESA, of the State Public School Network and relate these contents addressedin these continuous formations,in order to contribute to the pedagogical practice in the RMS. This research addresses Special Education, from segregated spaces in Institutes, schools or clinics that served people with disabilities, to the implementation of Multifunctional Resource Rooms. We conducted a survey on academic productions, in the scope of master's and doctorate in the last five years in the country (2013-1017). We focus on the continued training of teachers for specialized educational care, based on the theory of the reflective teacher, for this, we seek renowned authors both in Brazil and abroad. In the methodological course, we used bibliographic and field research, based on a qualitative approach and for data collection, we made questionnaires with open and closed questions with ten (10) Teachers of the ESA and with two (02) formator teachers who make up the technical team of AEESP. We also used the semi-structured interview with the Special Education Advisor of the Department of Education of the State of Maranhão. This research showed us that among the ten teachers of the ESA interviewed, only one (01) teacher invests in their self-formation and the contents addressed in this training are suggested by the teachers of the RMS themselves. Regarding initial education, 9 professors have a degree in Pedagogy and 1 (one) professor in Nursing and Biology. Of this universe of 10 teachers in this research, only one (one) teacherdoes not havea post-graduationin the area of Special Education (still in the process of completion) and 1 (one) only teacher has a master's degree in Education. To assist in the discussions about the data found and throughout the construction of the theoretical foundation, this work had the works of Alarcão (2005; 2011), Carvalho, (2010; 2015) , Costa (2011; 2012), Dourado (2015), Freire (2014), Imbérnon (2011), Lakatos (2003), Libâneo (2012), Mantoan, (2006) Mazzota (2005), Pérez (1992), Pimenta (2014), Saviani (2009), Shön (1992) Zimmermann (2018), among others.
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spelling CARVALHO, Mariza Borges Wall Barbosa dehttp://lattes.cnpq.br/9809524455006197CARVALHO, Mariza Borges Wall Barbosa dehttp://lattes.cnpq.br/9809524455006197PORTELA, EdInólia Limahttp://lattes.cnpq.br/5507233104134545AGUIAR, Hilce de Castrohttp://lattes.cnpq.br/2548329454257402NASCIMENTO, Ilma Vieira dohttp://lattes.cnpq.br/3656084853145099http://lattes.cnpq.br/6335992243672487VALE, Claudia de Oliveira2022-11-21T13:23:22Z2020-08-24VALE, Claudia de Oliveira. A formação de professores(as) para o atendimento educacional especializado nas escolas da Rede Estadual de São Luís - MA, no período de 2016 a 2019. 2020. 170 f. Dissertação (Programa de Pós-Graduação em Educação/CCSO) - Universidade Federal do Maranhão, São Luís.https://tedebc.ufma.br/jspui/handle/tede/tede/4314This work deals with the continuing training of teachers of specialized educational care (ESA), in the schools of Basic Education, of the state public school system, in São Luís, MA, in the period from 2016 to 2019. As a General Objective, of this dissertation work, we seek to identify which continuing education theteachers of the Multifunctional Resource Rooms l(SRM),who perform their functions in the Specialized Educational Care of the State School Network ofSão Luís, receive from the Special Education Advisory(AEESP/MA) and as Specific Objectives, to map the training profile of teachers working in the AEE in the Multifunctional Resource Rooms, know the theoretical methodological proposal addressedin the continuing training aimed at teachers of the ESA, of the State Public School Network and relate these contents addressedin these continuous formations,in order to contribute to the pedagogical practice in the RMS. This research addresses Special Education, from segregated spaces in Institutes, schools or clinics that served people with disabilities, to the implementation of Multifunctional Resource Rooms. We conducted a survey on academic productions, in the scope of master's and doctorate in the last five years in the country (2013-1017). We focus on the continued training of teachers for specialized educational care, based on the theory of the reflective teacher, for this, we seek renowned authors both in Brazil and abroad. In the methodological course, we used bibliographic and field research, based on a qualitative approach and for data collection, we made questionnaires with open and closed questions with ten (10) Teachers of the ESA and with two (02) formator teachers who make up the technical team of AEESP. We also used the semi-structured interview with the Special Education Advisor of the Department of Education of the State of Maranhão. This research showed us that among the ten teachers of the ESA interviewed, only one (01) teacher invests in their self-formation and the contents addressed in this training are suggested by the teachers of the RMS themselves. Regarding initial education, 9 professors have a degree in Pedagogy and 1 (one) professor in Nursing and Biology. Of this universe of 10 teachers in this research, only one (one) teacherdoes not havea post-graduationin the area of Special Education (still in the process of completion) and 1 (one) only teacher has a master's degree in Education. To assist in the discussions about the data found and throughout the construction of the theoretical foundation, this work had the works of Alarcão (2005; 2011), Carvalho, (2010; 2015) , Costa (2011; 2012), Dourado (2015), Freire (2014), Imbérnon (2011), Lakatos (2003), Libâneo (2012), Mantoan, (2006) Mazzota (2005), Pérez (1992), Pimenta (2014), Saviani (2009), Shön (1992) Zimmermann (2018), among others.Este trabalho versa sobre a Formação continuada de professores do Atendimento Educacional Especializado (AEE), nas escolas de Educação Básica, da Rede pública estadual de ensino, em São Luís, MA, no período de 2016 a 2019. Como Objetivo Geral, deste trabalho dissertativo, buscamos identificar quais as formações continuadas os professores das Salas de Recurso Multifuncional (SRM), que exercem suas funções no Atendimento Educacional Especializado da Rede Estadual de Ensino de São Luís, recebem da Assessoria de Educação Especial (AEESP/MA) e como Objetivos Específicos, mapear o perfil de formação dos professores que trabalham no AEE nas Salas de Recurso Multifuncionais, conhecer a proposta teórica metodológica abordadas nas formações continuadas destinadas aos professores do AEE, da Rede Pública Estadual de Ensino e relacionar esses conteúdos abordados nessas formações continuadas, de forma a contribuir para a prática pedagógica nas SRM. Esta pesquisa aborda a Educação Especial, desde os espaços segregados em Institutos, escolas ou clínicas que atendiam às pessoas com deficiências, até a implantação das Salas de Recurso Multifuncional. Fizemos o levantamento sobre as produções acadêmicas, em âmbito de mestrado e doutorado nos últimos cinco anos no país (2013-1017). Focalizamos a formação continuada de professores para o atendimento educacional especializado, embasado na teoria do professor reflexivo, para tanto, buscamos autores renomados tanto no Brasil como no exterior. No percurso metodológico, utilizamos a pesquisa bibliográfica e de campo, pautada em uma abordagem qualitativa e para a coleta de dados, fizemos questionários com perguntas abertas e fechadas com dez (10) professores do AEE e com duas (02) professoras formadoras que compõem a equipe técnica da AEESP. Utilizamos também a entrevista semiestruturada com a Assessora de Educação Especial da Secretaria de Educação do Estado do Maranhão. Esta pesquisa nos mostrou que dentre os dez professores do AEE entrevistados, somente uma (01) professora investe na sua autoformação e os conteúdos abordados nessa formação são sugeridos pelos próprios professores das SRM. No que se refere a formação inicial, 9 professores possuem graduação em Pedagogia e 1 (um) professor, em Enfermagem e Biologia. Desse universo de 10 professores desta pesquisa, apenas 1 (uma) professora não possui pós-graduação na área de Educação Especial (ainda está em processo de conclusão) e 1 (uma) única professora possui mestrado em Educação. Para auxiliar nas discussões sobre os dados encontrados e durante toda a construção da fundamentação teórica, este trabalho contou com as obras de Alarcão (2005; 2011), Carvalho, (2010; 2015), Costa (2011; 2012), Dourado (2015), Freire (2014), Imbérnon (2011), Lakatos (2003), Libâneo (2012), Mantoan, (2006) Mazzota (2005), Pérez (1992), Pimenta (2014), Saviani (2009), Shön (1992) Zimmermann (2018), dentre outros.Submitted by Jonathan Sousa de Almeida (jonathan.sousa@ufma.br) on 2022-11-21T13:23:22Z No. of bitstreams: 1 CLAUDIADEOLIVEIRAVALE.pdf: 1827793 bytes, checksum: f7e121dc8559c02266ec89f01b6de859 (MD5)Made available in DSpace on 2022-11-21T13:23:22Z (GMT). No. of bitstreams: 1 CLAUDIADEOLIVEIRAVALE.pdf: 1827793 bytes, checksum: f7e121dc8559c02266ec89f01b6de859 (MD5) Previous issue date: 2020-08-24application/pdfporUniversidade Federal do MaranhãoPROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO/CCSOUFMABrasilDEPARTAMENTO DE EDUCAÇÃO II/CCSOAtendimento Educacional Especializado;formação continuada de professores;sala de recurso multifuncional.Specialized Educational Service;continuing teacher training;multifunctional feature room.EducaçãoA formação de professores(as) para o atendimento educacional especializado nas escolas da Rede Estadual de São Luís - MA, no período de 2016 a 2019The training of teachers for specialized educational care in the schools of the State Network of São Luís - MA, in the period from 2016 to 2019info: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:UFMAORIGINALCLAUDIADEOLIVEIRAVALE.pdfCLAUDIADEOLIVEIRAVALE.pdfapplication/pdf1827793http://tedebc.ufma.br:8080/bitstream/tede/4314/2/CLAUDIADEOLIVEIRAVALE.pdff7e121dc8559c02266ec89f01b6de859MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82255http://tedebc.ufma.br:8080/bitstream/tede/4314/1/license.txt97eeade1fce43278e63fe063657f8083MD51tede/43142022-11-21 10:23:22.591oai: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:21312022-11-21T13:23:22Biblioteca Digital de Teses e Dissertações da UFMA - Universidade Federal do Maranhão (UFMA)false
dc.title.por.fl_str_mv A formação de professores(as) para o atendimento educacional especializado nas escolas da Rede Estadual de São Luís - MA, no período de 2016 a 2019
dc.title.alternative.eng.fl_str_mv The training of teachers for specialized educational care in the schools of the State Network of São Luís - MA, in the period from 2016 to 2019
title A formação de professores(as) para o atendimento educacional especializado nas escolas da Rede Estadual de São Luís - MA, no período de 2016 a 2019
spellingShingle A formação de professores(as) para o atendimento educacional especializado nas escolas da Rede Estadual de São Luís - MA, no período de 2016 a 2019
VALE, Claudia de Oliveira
Atendimento Educacional Especializado;
formação continuada de professores;
sala de recurso multifuncional.
Specialized Educational Service;
continuing teacher training;
multifunctional feature room.
Educação
title_short A formação de professores(as) para o atendimento educacional especializado nas escolas da Rede Estadual de São Luís - MA, no período de 2016 a 2019
title_full A formação de professores(as) para o atendimento educacional especializado nas escolas da Rede Estadual de São Luís - MA, no período de 2016 a 2019
title_fullStr A formação de professores(as) para o atendimento educacional especializado nas escolas da Rede Estadual de São Luís - MA, no período de 2016 a 2019
title_full_unstemmed A formação de professores(as) para o atendimento educacional especializado nas escolas da Rede Estadual de São Luís - MA, no período de 2016 a 2019
title_sort A formação de professores(as) para o atendimento educacional especializado nas escolas da Rede Estadual de São Luís - MA, no período de 2016 a 2019
author VALE, Claudia de Oliveira
author_facet VALE, Claudia de Oliveira
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 AGUIAR, Hilce de Castro
dc.contributor.referee3Lattes.fl_str_mv http://lattes.cnpq.br/2548329454257402
dc.contributor.referee4.fl_str_mv NASCIMENTO, Ilma Vieira do
dc.contributor.referee4Lattes.fl_str_mv http://lattes.cnpq.br/3656084853145099
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/6335992243672487
dc.contributor.author.fl_str_mv VALE, Claudia de Oliveira
contributor_str_mv CARVALHO, Mariza Borges Wall Barbosa de
CARVALHO, Mariza Borges Wall Barbosa de
PORTELA, EdInólia Lima
AGUIAR, Hilce de Castro
NASCIMENTO, Ilma Vieira do
dc.subject.por.fl_str_mv Atendimento Educacional Especializado;
formação continuada de professores;
sala de recurso multifuncional.
topic Atendimento Educacional Especializado;
formação continuada de professores;
sala de recurso multifuncional.
Specialized Educational Service;
continuing teacher training;
multifunctional feature room.
Educação
dc.subject.eng.fl_str_mv Specialized Educational Service;
continuing teacher training;
multifunctional feature room.
dc.subject.cnpq.fl_str_mv Educação
description This work deals with the continuing training of teachers of specialized educational care (ESA), in the schools of Basic Education, of the state public school system, in São Luís, MA, in the period from 2016 to 2019. As a General Objective, of this dissertation work, we seek to identify which continuing education theteachers of the Multifunctional Resource Rooms l(SRM),who perform their functions in the Specialized Educational Care of the State School Network ofSão Luís, receive from the Special Education Advisory(AEESP/MA) and as Specific Objectives, to map the training profile of teachers working in the AEE in the Multifunctional Resource Rooms, know the theoretical methodological proposal addressedin the continuing training aimed at teachers of the ESA, of the State Public School Network and relate these contents addressedin these continuous formations,in order to contribute to the pedagogical practice in the RMS. This research addresses Special Education, from segregated spaces in Institutes, schools or clinics that served people with disabilities, to the implementation of Multifunctional Resource Rooms. We conducted a survey on academic productions, in the scope of master's and doctorate in the last five years in the country (2013-1017). We focus on the continued training of teachers for specialized educational care, based on the theory of the reflective teacher, for this, we seek renowned authors both in Brazil and abroad. In the methodological course, we used bibliographic and field research, based on a qualitative approach and for data collection, we made questionnaires with open and closed questions with ten (10) Teachers of the ESA and with two (02) formator teachers who make up the technical team of AEESP. We also used the semi-structured interview with the Special Education Advisor of the Department of Education of the State of Maranhão. This research showed us that among the ten teachers of the ESA interviewed, only one (01) teacher invests in their self-formation and the contents addressed in this training are suggested by the teachers of the RMS themselves. Regarding initial education, 9 professors have a degree in Pedagogy and 1 (one) professor in Nursing and Biology. Of this universe of 10 teachers in this research, only one (one) teacherdoes not havea post-graduationin the area of Special Education (still in the process of completion) and 1 (one) only teacher has a master's degree in Education. To assist in the discussions about the data found and throughout the construction of the theoretical foundation, this work had the works of Alarcão (2005; 2011), Carvalho, (2010; 2015) , Costa (2011; 2012), Dourado (2015), Freire (2014), Imbérnon (2011), Lakatos (2003), Libâneo (2012), Mantoan, (2006) Mazzota (2005), Pérez (1992), Pimenta (2014), Saviani (2009), Shön (1992) Zimmermann (2018), among others.
publishDate 2020
dc.date.issued.fl_str_mv 2020-08-24
dc.date.accessioned.fl_str_mv 2022-11-21T13:23:22Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
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dc.identifier.citation.fl_str_mv VALE, Claudia de Oliveira. A formação de professores(as) para o atendimento educacional especializado nas escolas da Rede Estadual de São Luís - MA, no período de 2016 a 2019. 2020. 170 f. Dissertação (Programa de Pós-Graduação em Educação/CCSO) - Universidade Federal do Maranhão, São Luís.
dc.identifier.uri.fl_str_mv https://tedebc.ufma.br/jspui/handle/tede/tede/4314
identifier_str_mv VALE, Claudia de Oliveira. A formação de professores(as) para o atendimento educacional especializado nas escolas da Rede Estadual de São Luís - MA, no período de 2016 a 2019. 2020. 170 f. Dissertação (Programa de Pós-Graduação em Educação/CCSO) - Universidade Federal do Maranhão, São Luís.
url https://tedebc.ufma.br/jspui/handle/tede/tede/4314
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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
publisher.none.fl_str_mv Universidade Federal do Maranhão
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http://tedebc.ufma.br:8080/bitstream/tede/4314/1/license.txt
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97eeade1fce43278e63fe063657f8083
bitstream.checksumAlgorithm.fl_str_mv MD5
MD5
repository.name.fl_str_mv Biblioteca Digital de Teses e Dissertações da UFMA - Universidade Federal do Maranhão (UFMA)
repository.mail.fl_str_mv repositorio@ufma.br||repositorio@ufma.br
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