Initial teacher education of pedagogues in an inclusive perspective: an overview of Brazilian research

Detalhes bibliográficos
Autor(a) principal: Borges, Fabio Alexandre
Data de Publicação: 2022
Outros Autores: Alves, Lucas Henrique Barbosa
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/69695
Resumo: This study is a bibliographical research and the objective was to investigate which aspects are evidenced in Brazilian researches that approach educational inclusion in initial training courses in Pedagogy. For the production of data, Brazilian scientific journals with Qualis Capes system A1, A2 and B1 evaluation (2013-2016 quadrennial) were chosen in the areas of Teaching or Education. In the selection of articles, the results of research from the Brazilian context published between 2008 and 2019 were considered. which resulted in 217 texts; in the second, a new filtering was chosen, with the choice of only texts with the words “pedagogy” or “initial training” in the title, which resulted in 16 articles. Of these, 10 were considered for analysis, as they bring elements related to the purpose of this text. For the analysis of the research corpus, elements of Content Analysis were used, with the definition of the following units of analysis: Formation practices in Higher Education and aspects of Special Education in the inclusive perspective; Analysis of the aspects of Special Education in the inclusive perspective from the PPC's; and Movement for changes in the implementation of documents that guide courses on aspects of Special Education from an inclusive perspective. As a result, the advent of educational inclusion stands out, pushing courses in the direction of a curricular restructuring, and since this demand is something recent, it is necessary to maintain a continuous and collective dialogue about how to approach inclusion in Pedagogy courses.
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spelling Initial teacher education of pedagogues in an inclusive perspective: an overview of Brazilian researchFormación inicial de pedagogos en una perspectiva inclusiva: un panorama de la investigación brasileñaFormação inicial de pedagogos(as) numa perspectiva inclusiva: um panorama de pesquisas brasileirasPedagogy CourseInitial formationEducational InclusionCurso de PedagogíaFormación inicialInclusión EducativaCurso de PedagogiaFormação InicialInclusão EducacionalThis study is a bibliographical research and the objective was to investigate which aspects are evidenced in Brazilian researches that approach educational inclusion in initial training courses in Pedagogy. For the production of data, Brazilian scientific journals with Qualis Capes system A1, A2 and B1 evaluation (2013-2016 quadrennial) were chosen in the areas of Teaching or Education. In the selection of articles, the results of research from the Brazilian context published between 2008 and 2019 were considered. which resulted in 217 texts; in the second, a new filtering was chosen, with the choice of only texts with the words “pedagogy” or “initial training” in the title, which resulted in 16 articles. Of these, 10 were considered for analysis, as they bring elements related to the purpose of this text. For the analysis of the research corpus, elements of Content Analysis were used, with the definition of the following units of analysis: Formation practices in Higher Education and aspects of Special Education in the inclusive perspective; Analysis of the aspects of Special Education in the inclusive perspective from the PPC's; and Movement for changes in the implementation of documents that guide courses on aspects of Special Education from an inclusive perspective. As a result, the advent of educational inclusion stands out, pushing courses in the direction of a curricular restructuring, and since this demand is something recent, it is necessary to maintain a continuous and collective dialogue about how to approach inclusion in Pedagogy courses.Este estudio se configura como una investigación bibliográfica cuyo objetivo fue investigar qué aspectos se evidencian en las investigaciones brasileñas que abordan la inclusión educativa en los cursos de formación inicial en Pedagogía. Para la producción de datos, fueron elegidas revistas científicas brasileñas con evaluación Qualis Capes A1, A2 y B1 (cuatrienal 2013-2016) en las áreas de Enseñanza o Educación. En la selección de artículos, se consideraron los resultados de investigaciones del contexto brasileño publicadas entre 2008 y 2019, que resultaron en 217 textos; en el segundo, se optó por un nuevo filtrado, con la elección de solo textos con las palabras “pedagogía” o “formación inicial” en el título, lo que resultó en 16 artículos. De estos, 10 fueron considerados para el análisis, ya que traen elementos relacionados con el propósito de este texto. Para el análisis del corpus de investigación se utilizaron elementos del Análisis de Contenido, con la definición de las siguientes unidades de análisis: Prácticas formativas en la Educación Superior y aspectos de la Educación Especial en la perspectiva inclusiva; Análisis de los aspectos de la Educación Especial en la perspectiva inclusiva desde los PPC's; y Movimiento por cambios en la implementación de documentos que orienten cursos sobre aspectos de la Educación Especial desde una perspectiva inclusiva. Como resultado, se destaca el advenimiento de la inclusión educativa, enfatizando los cursos en su reestructuración curricular, y siendo esta demanda algo reciente, es necesario mantener un diálogo continuo y colectivo sobre cómo abordar la inclusión en los cursos de Pedagogía.Este estudo configura-se como uma pesquisa bibliográfica cujo objetivo foi investigar que aspectos são evidenciados em pesquisas brasileiras que abordam a inclusão educacional em cursos de formação inicial em Pedagogia. Para a produção dos dados, optou-se por periódicos científicos brasileiros com avaliação Qualis Capes A1, A2 e B1 (quadriênio 2013-2016) nas áreas de Ensino ou Educação. Na seleção dos artigos, considerou-se resultados de pesquisas oriundas do contexto brasileiro publicadas entre 2008 e 2019. A seleção dos artigos compreendeu duas etapas: na primeira, foram utilizadas como busca as palavras “inclusão” e “inclusiva” nos títulos dos artigos, que resultou em 217 textos; na segunda, optou-se por nova filtragem, com a escolha somente de textos com as palavras “pedagogia” ou “formação inicial” no título, que resultou em 16 artigos. Desses, 10 foram considerados para a análise, por trazerem elementos relacionados ao objetivo desse texto. Para a análise do corpus da pesquisa, foram utilizados elementos da Análise de Conteúdo, com a definição das seguintes unidades de análise: Práticas formativas no Ensino Superior e os aspectos da Educação Especial na perspectiva inclusiva; Análises dos aspectos da Educação Especial na perspectiva inclusiva a partir dos PPC’s; e Movimento de mudanças na implantação de documentos que norteiam os cursos sob aspectos da Educação Especial na perspectiva inclusiva. Destaca-se, como resultados, o advento da inclusão educacional tensionando cursos em suas reestruturações curriculares, e em sendo essa demanda algo recente, há que se manter um diálogo contínuo e coletivo acerca de como abordarmos a inclusão em cursos de Pedagogia.Universidade Federal de Santa Maria2022-10-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/6969510.5902/1984686X69695Special Education Magazine; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e37/1-22Revista de Educación Especial; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e37/1-22Revista Educação Especial; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e37/1-221984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/69695/49241http://periodicos.ufsm.br/educacaoespecial/article/view/69695/49242Copyright (c) 2022 Revista Educação Especialhttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessBorges, Fabio AlexandreAlves, Lucas Henrique Barbosa2022-10-25T21:05:11Zoai:ojs.pkp.sfu.ca:article/69695Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2022-10-25T21:05:11Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Initial teacher education of pedagogues in an inclusive perspective: an overview of Brazilian research
Formación inicial de pedagogos en una perspectiva inclusiva: un panorama de la investigación brasileña
Formação inicial de pedagogos(as) numa perspectiva inclusiva: um panorama de pesquisas brasileiras
title Initial teacher education of pedagogues in an inclusive perspective: an overview of Brazilian research
spellingShingle Initial teacher education of pedagogues in an inclusive perspective: an overview of Brazilian research
Borges, Fabio Alexandre
Pedagogy Course
Initial formation
Educational Inclusion
Curso de Pedagogía
Formación inicial
Inclusión Educativa
Curso de Pedagogia
Formação Inicial
Inclusão Educacional
title_short Initial teacher education of pedagogues in an inclusive perspective: an overview of Brazilian research
title_full Initial teacher education of pedagogues in an inclusive perspective: an overview of Brazilian research
title_fullStr Initial teacher education of pedagogues in an inclusive perspective: an overview of Brazilian research
title_full_unstemmed Initial teacher education of pedagogues in an inclusive perspective: an overview of Brazilian research
title_sort Initial teacher education of pedagogues in an inclusive perspective: an overview of Brazilian research
author Borges, Fabio Alexandre
author_facet Borges, Fabio Alexandre
Alves, Lucas Henrique Barbosa
author_role author
author2 Alves, Lucas Henrique Barbosa
author2_role author
dc.contributor.author.fl_str_mv Borges, Fabio Alexandre
Alves, Lucas Henrique Barbosa
dc.subject.por.fl_str_mv Pedagogy Course
Initial formation
Educational Inclusion
Curso de Pedagogía
Formación inicial
Inclusión Educativa
Curso de Pedagogia
Formação Inicial
Inclusão Educacional
topic Pedagogy Course
Initial formation
Educational Inclusion
Curso de Pedagogía
Formación inicial
Inclusión Educativa
Curso de Pedagogia
Formação Inicial
Inclusão Educacional
description This study is a bibliographical research and the objective was to investigate which aspects are evidenced in Brazilian researches that approach educational inclusion in initial training courses in Pedagogy. For the production of data, Brazilian scientific journals with Qualis Capes system A1, A2 and B1 evaluation (2013-2016 quadrennial) were chosen in the areas of Teaching or Education. In the selection of articles, the results of research from the Brazilian context published between 2008 and 2019 were considered. which resulted in 217 texts; in the second, a new filtering was chosen, with the choice of only texts with the words “pedagogy” or “initial training” in the title, which resulted in 16 articles. Of these, 10 were considered for analysis, as they bring elements related to the purpose of this text. For the analysis of the research corpus, elements of Content Analysis were used, with the definition of the following units of analysis: Formation practices in Higher Education and aspects of Special Education in the inclusive perspective; Analysis of the aspects of Special Education in the inclusive perspective from the PPC's; and Movement for changes in the implementation of documents that guide courses on aspects of Special Education from an inclusive perspective. As a result, the advent of educational inclusion stands out, pushing courses in the direction of a curricular restructuring, and since this demand is something recent, it is necessary to maintain a continuous and collective dialogue about how to approach inclusion in Pedagogy courses.
publishDate 2022
dc.date.none.fl_str_mv 2022-10-25
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 http://periodicos.ufsm.br/educacaoespecial/article/view/69695
10.5902/1984686X69695
url http://periodicos.ufsm.br/educacaoespecial/article/view/69695
identifier_str_mv 10.5902/1984686X69695
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/69695/49241
http://periodicos.ufsm.br/educacaoespecial/article/view/69695/49242
dc.rights.driver.fl_str_mv Copyright (c) 2022 Revista Educação Especial
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Revista Educação Especial
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Special Education Magazine; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e37/1-22
Revista de Educación Especial; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e37/1-22
Revista Educação Especial; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e37/1-22
1984-686X
reponame:Revista Educação Especial (UFSM)
instname:Universidade Federal de Santa Maria (UFSM)
instacron:UFSM
instname_str Universidade Federal de Santa Maria (UFSM)
instacron_str UFSM
institution UFSM
reponame_str Revista Educação Especial (UFSM)
collection Revista Educação Especial (UFSM)
repository.name.fl_str_mv Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)
repository.mail.fl_str_mv educacaoespecial@smail.ufsm.br||clenioberni@gmail.com
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