Initial teacher education of pedagogues in an inclusive perspective: an overview of Brazilian research
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | |
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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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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1799944203295260672 |