Formação continuada crítico-colaborativa na educação de jovens e adultos: uma experiência com enfoque na inclusão de educandos com deficiência

• Autor(a) principal: Brito, Rayssa Maria Anselmo de
• Data de Publicação: 2021
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/23022
• topic: Formação docente; Educação especial; Educação inclusiva; Educação de jovens e adultos; Pesquisa-ação crítico-colaborativa; Teacher training; Special education; Inclusive education; Youth and adult education; Critical-collaborative action research; Formación del profesorado; Educación especial; Educación inclusiva; Educación de jóvenes y adultos; Investigación acción crítico-colaborativa; CNPQ::CIENCIAS HUMANAS::EDUCACAO

Understanding the presence of students with disabilities in Youth and Adult Education (YAE) in regular schools and the challenges arising from the paradigm of educational inclusion, we bring this research, focusing on the continuing education of YAE teachers, for an inclusive education of people with disabilities. Thus, this research aims to understand the contributions of continuing education built in a critical-collaborative way in relation to the challenges of an inclusive pedagogical practice of disabled people in YAE, therefore, we propose more specifically to: 1- Understand the discursive representations of education professionals about the modalities of YAE and education special in perspective of the inclusive education, the relationship between them, as well as their perspectives on the students with disabilities; 2- Identify the pedagogical practices shown in the educators' discourse in the context of continuing education, analyzing them as inclusive or exclusive; 3- Reflect on continuing education as a prolific space to discuss the challenges that comes from an inclusive YAE, observing the educators' discursive practices through this educational setting. Therefore, this research is based on authors who problematize and reflect on Youth and Adult Education, such as Soares (2006), Silva (2011); on Special Education from the perspective of Inclusive Education as shown by Campbell (2009), Mantoan (2015); and regarding to discussions in the field of Teacher Education, we therefore used Carvalho (2014), as well as Pimenta (2012) and Tardif (2014) among others. The research is characterized as a critical-collaborative action research elaborated through a partnership between the Federal University of Paraíba and the Department of Education of the Municipality of Bayeux – PB. This partnership was made possible through the extension project entitled: “Continuing Education Course- Inclusive Practices at YAE", which took place in 2019 in a group formed by five professional of education between them: female teachers, supervisors and braille transcribers from different schools in the city of Bayeux. There were eight formative meetings held, characterizing as our main source of data, adding to these, the materials produced during the formation. The data were analyzed on the perspective of Critical Discourse Analysis, an important instrument to analyze the discourses, the pedagogical praxis and the continuing education process as a scenario possible of changes. As research results, as the discursive changes in the pedagogical 'praxis' of the research collaborators, as well as the promotion of inclusive pedagogical practices planned and carried out during the training, we emphasize paths for these changes: the strengthening of collaborative work networks, as well as the investment in teacher training. As a conclusion of this research, we would like to highlight the argument that the Continuing Education built in a critical-collaborative way, by aggregating subjects from the same educational scenario, with multiple views on inclusion, contributes to building collective responses to face the challenges of the Inclusive School for service as peoples disabled in the YAE, as well the promotion of inclusive pedagogical practices, so we also pointed out of the need as public policies in order what problematize and reflect on the relationship of teacher education and the inclusive processes of students with disabilities in YAE.