Pedagogia na UFS : o lugar da educação inclusiva numa realidade excludente

Bibliographic Details
Main Author: Oliveira, Lucineide Alves de
Publication Date: 2019
Format: Master thesis
Language: por
Source: Repositório Institucional da UFS
Download full: http://ri.ufs.br/jspui/handle/riufs/11403
Summary: This research aimed to investigate how the teacher education in the perspective of inclusive education has been contemplated in the Pedagogy course of the Federal University of Sergipe (UFS) in the University City Professor José Aloísio de Campos, in São Cristóvão, through the analysis of the Resolution of the Pedagogical Project of the Course. To do so, the proposal was to identify how (and what) aspects of inclusive education are being contemplated or signal the inclusive perspective / education; to identify the curricular components related to Special Education, from the perspective of inclusive education; identify the status or place of the content or knowledge of inclusive education in pedagogical training by means of optional and / or mandatory and specify how the approach to inclusive education (at the level of evaluation, methods and didactic resources) is expressed in the training curriculum in the perspectives of trainers and trainees. Of qualitative nature, the investigation had as reference the documentary analysis and case study. The research of the type of study of case, to be dedicated specifically in the analysis of the Pedagogy course of the Federal University of Sergipe, which implies to understand the object in its specificities, even containing broad elements about the formation of teachers. Subsequently a questionnaire was applied and a semistructured interview was conducted with the final students of the course and with teachers. To do so, the data were examined through content analysis. The theoretical framework was based on the themes of teacher training, curriculum and inclusion of authors such as Tardif, Libano, Arroyo, Severino, Demo, Sacristán, Vasconcelos and legal frameworks pertinent to the subject. The relevance of this study is centered on the fact that it is a topic that raises reflection in the educational framework of the Institution, for the construction of a Pedagogy course that can effectively train a teacher for an inclusive reality or prepared to include in an exclusionary reality. The results indicated that the university, the locus of initial teacher education, needs to anticipate reality, responding to contemporary problems, and better prepare future teachers and researchers for school reality in the context of inclusion.
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spelling Oliveira, Lucineide Alves deSouza, Verônica dos Reis MarianoAnjos, Isa Regina Santos dos2019-06-28T13:50:40Z2019-06-28T13:50:40Z2019-02-28OLIVEIRA, Lucineide Alves de. Pedagogia na UFS : o lugar da educação inclusiva numa realidade excludente. 2019. 156 f. Dissertação (Mestrado em Educação) - Universidade Federal de Sergipe, São Cristóvão, SE, 2019.http://ri.ufs.br/jspui/handle/riufs/11403This research aimed to investigate how the teacher education in the perspective of inclusive education has been contemplated in the Pedagogy course of the Federal University of Sergipe (UFS) in the University City Professor José Aloísio de Campos, in São Cristóvão, through the analysis of the Resolution of the Pedagogical Project of the Course. To do so, the proposal was to identify how (and what) aspects of inclusive education are being contemplated or signal the inclusive perspective / education; to identify the curricular components related to Special Education, from the perspective of inclusive education; identify the status or place of the content or knowledge of inclusive education in pedagogical training by means of optional and / or mandatory and specify how the approach to inclusive education (at the level of evaluation, methods and didactic resources) is expressed in the training curriculum in the perspectives of trainers and trainees. Of qualitative nature, the investigation had as reference the documentary analysis and case study. The research of the type of study of case, to be dedicated specifically in the analysis of the Pedagogy course of the Federal University of Sergipe, which implies to understand the object in its specificities, even containing broad elements about the formation of teachers. Subsequently a questionnaire was applied and a semistructured interview was conducted with the final students of the course and with teachers. To do so, the data were examined through content analysis. The theoretical framework was based on the themes of teacher training, curriculum and inclusion of authors such as Tardif, Libano, Arroyo, Severino, Demo, Sacristán, Vasconcelos and legal frameworks pertinent to the subject. The relevance of this study is centered on the fact that it is a topic that raises reflection in the educational framework of the Institution, for the construction of a Pedagogy course that can effectively train a teacher for an inclusive reality or prepared to include in an exclusionary reality. The results indicated that the university, the locus of initial teacher education, needs to anticipate reality, responding to contemporary problems, and better prepare future teachers and researchers for school reality in the context of inclusion.Esta pesquisa objetivou investigar de que maneira a formação de professores na perspectiva da educação inclusiva tem sido contemplada no curso de Pedagogia da Universidade Federal de Sergipe (UFS) na Cidade Universitária Professor José Aloísio de Campos, em São Cristóvão, por meio da análise da Resolução do Projeto Pedagógico do Curso. Para tanto, a proposta foi identificar como (e que) aspectos da educação inclusiva estão sendo contemplados ou sinalizam a perspectiva/educação inclusiva; identificar os componentes curriculares relacionados a Educação Especial, na perspectiva da educação inclusiva; identificar o status ou lugar do conteúdo ou saberes de educação inclusiva na formação pedagógica por meio optativo e/ou obrigatório e especificar como se expressa no currículo de formação a abordagem à educação inclusiva (ao nível da avaliação, métodos e recursos didáticos) nas perspectivas dos formadores e dos formandos. De natureza qualitativa, a investigação teve como referência a análise documental e estudo de caso. A pesquisa do tipo estudo de caso, por debruçar-se especificamente na análise do curso de Pedagogia da Universidade Federal de Sergipe, o que implica compreender o objeto nas suas especificidades, mesmo contendo elementos amplos acerca da formação de professores. Posteriormente foi aplicado um questionário e realizada uma entrevista semiestruturada com os alunos concluintes do curso e com professores. Para tanto, os dados foram examinados através da análise de conteúdo. O referencial teórico partiu das temáticas acerca de formação de professores, currículo e inclusão de autores como Tardif, Libâneo, Arroyo, Severino, Demo, Sacristán, Vasconcelos e marcos legais pertinentes ao assunto. A relevância deste estudo é centrada no fato de ser um tema que suscita reflexão no arcabouço educacional da Instituição, para edificação de um curso de Pedagogia que possa, efetivamente, formar um professor para realidade inclusiva ou preparado para incluir numa realidade excludente. Os resultados indicam que a Universidade, lócus da formação inicial docente, precisa se antecipar à realidade, dando uma resposta frente aos problemas da contemporaneidade, bem como preparar melhor os futuros professores e pesquisadores para a realidade escolar no contexto da inclusão.São Cristóvão, SEporEducação inclusivaFormação de professoresInclusão escolarUniversidade Federal de Sergipe (UFS)Ensino de educaçãoCurrículoFormação docenteInclusãoPedagogiaUniversidadesCurriculumTeacher trainingInclusionPedagogyUniversityCIENCIAS HUMANAS::EDUCACAOPedagogia na UFS : o lugar da educação inclusiva numa realidade excludenteinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação em EducaçãoUniversidade Federal de Sergipereponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessTEXTLUCINEIDE_ALVES_OLIVEIRA.pdf.txtLUCINEIDE_ALVES_OLIVEIRA.pdf.txtExtracted texttext/plain301438https://ri.ufs.br/jspui/bitstream/riufs/11403/3/LUCINEIDE_ALVES_OLIVEIRA.pdf.txt3c64e5037983e1a0990f404e8e79d66aMD53THUMBNAILLUCINEIDE_ALVES_OLIVEIRA.pdf.jpgLUCINEIDE_ALVES_OLIVEIRA.pdf.jpgGenerated Thumbnailimage/jpeg1224https://ri.ufs.br/jspui/bitstream/riufs/11403/4/LUCINEIDE_ALVES_OLIVEIRA.pdf.jpg3de60d58e1f70253fdc876b11c210dd1MD54LICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/11403/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALLUCINEIDE_ALVES_OLIVEIRA.pdfLUCINEIDE_ALVES_OLIVEIRA.pdfapplication/pdf3347206https://ri.ufs.br/jspui/bitstream/riufs/11403/2/LUCINEIDE_ALVES_OLIVEIRA.pdf8bd062059c968cbeca663b46fa1908baMD52riufs/114032019-06-28 10:50:40.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Repositório InstitucionalPUB
dc.title.pt_BR.fl_str_mv Pedagogia na UFS : o lugar da educação inclusiva numa realidade excludente
title Pedagogia na UFS : o lugar da educação inclusiva numa realidade excludente
spellingShingle Pedagogia na UFS : o lugar da educação inclusiva numa realidade excludente
Oliveira, Lucineide Alves de
Educação inclusiva
Formação de professores
Inclusão escolar
Universidade Federal de Sergipe (UFS)
Ensino de educação
Currículo
Formação docente
Inclusão
Pedagogia
Universidades
Curriculum
Teacher training
Inclusion
Pedagogy
University
CIENCIAS HUMANAS::EDUCACAO
title_short Pedagogia na UFS : o lugar da educação inclusiva numa realidade excludente
title_full Pedagogia na UFS : o lugar da educação inclusiva numa realidade excludente
title_fullStr Pedagogia na UFS : o lugar da educação inclusiva numa realidade excludente
title_full_unstemmed Pedagogia na UFS : o lugar da educação inclusiva numa realidade excludente
title_sort Pedagogia na UFS : o lugar da educação inclusiva numa realidade excludente
author Oliveira, Lucineide Alves de
author_facet Oliveira, Lucineide Alves de
author_role author
dc.contributor.author.fl_str_mv Oliveira, Lucineide Alves de
dc.contributor.advisor1.fl_str_mv Souza, Verônica dos Reis Mariano
dc.contributor.advisor-co1.fl_str_mv Anjos, Isa Regina Santos dos
contributor_str_mv Souza, Verônica dos Reis Mariano
Anjos, Isa Regina Santos dos
dc.subject.por.fl_str_mv Educação inclusiva
Formação de professores
Inclusão escolar
Universidade Federal de Sergipe (UFS)
Ensino de educação
Currículo
Formação docente
Inclusão
Pedagogia
Universidades
topic Educação inclusiva
Formação de professores
Inclusão escolar
Universidade Federal de Sergipe (UFS)
Ensino de educação
Currículo
Formação docente
Inclusão
Pedagogia
Universidades
Curriculum
Teacher training
Inclusion
Pedagogy
University
CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv Curriculum
Teacher training
Inclusion
Pedagogy
University
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO
description This research aimed to investigate how the teacher education in the perspective of inclusive education has been contemplated in the Pedagogy course of the Federal University of Sergipe (UFS) in the University City Professor José Aloísio de Campos, in São Cristóvão, through the analysis of the Resolution of the Pedagogical Project of the Course. To do so, the proposal was to identify how (and what) aspects of inclusive education are being contemplated or signal the inclusive perspective / education; to identify the curricular components related to Special Education, from the perspective of inclusive education; identify the status or place of the content or knowledge of inclusive education in pedagogical training by means of optional and / or mandatory and specify how the approach to inclusive education (at the level of evaluation, methods and didactic resources) is expressed in the training curriculum in the perspectives of trainers and trainees. Of qualitative nature, the investigation had as reference the documentary analysis and case study. The research of the type of study of case, to be dedicated specifically in the analysis of the Pedagogy course of the Federal University of Sergipe, which implies to understand the object in its specificities, even containing broad elements about the formation of teachers. Subsequently a questionnaire was applied and a semistructured interview was conducted with the final students of the course and with teachers. To do so, the data were examined through content analysis. The theoretical framework was based on the themes of teacher training, curriculum and inclusion of authors such as Tardif, Libano, Arroyo, Severino, Demo, Sacristán, Vasconcelos and legal frameworks pertinent to the subject. The relevance of this study is centered on the fact that it is a topic that raises reflection in the educational framework of the Institution, for the construction of a Pedagogy course that can effectively train a teacher for an inclusive reality or prepared to include in an exclusionary reality. The results indicated that the university, the locus of initial teacher education, needs to anticipate reality, responding to contemporary problems, and better prepare future teachers and researchers for school reality in the context of inclusion.
publishDate 2019
dc.date.accessioned.fl_str_mv 2019-06-28T13:50:40Z
dc.date.available.fl_str_mv 2019-06-28T13:50:40Z
dc.date.issued.fl_str_mv 2019-02-28
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dc.identifier.citation.fl_str_mv OLIVEIRA, Lucineide Alves de. Pedagogia na UFS : o lugar da educação inclusiva numa realidade excludente. 2019. 156 f. Dissertação (Mestrado em Educação) - Universidade Federal de Sergipe, São Cristóvão, SE, 2019.
dc.identifier.uri.fl_str_mv http://ri.ufs.br/jspui/handle/riufs/11403
identifier_str_mv OLIVEIRA, Lucineide Alves de. Pedagogia na UFS : o lugar da educação inclusiva numa realidade excludente. 2019. 156 f. Dissertação (Mestrado em Educação) - Universidade Federal de Sergipe, São Cristóvão, SE, 2019.
url http://ri.ufs.br/jspui/handle/riufs/11403
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language por
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dc.publisher.program.fl_str_mv Pós-Graduação em Educação
dc.publisher.initials.fl_str_mv Universidade Federal de Sergipe
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reponame_str Repositório Institucional da UFS
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