Inclusive education teacher: reflections from a comprehensive curruculum approach

Detalhes bibliográficos
Autor(a) principal: Freitas, Soraia Napoleão
Data de Publicação: 2012
Outros Autores: Pavão, Silvia Maria de Oliveira
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/5223
Resumo: The Brazilian educational policy of inclusion can still be considered recent. The educational agents acting, that can accomplishthis inclusive proposal of students with special needs, can be seen in this process, from the current legislation. The objective of this focal bibliographical study is to describe the socio-cultural and educational changes considering science advances looking for an interpretation for transformations and the changing need in the teacher’s formation emphasizing the development of actions in the perspective of inclusive education. It was found that four factors, related to the teacher’s formation and acting, are crucial to an analysis that allows the performance of the teacher in view of effective inclusion. They are: socio-cultural and educational transformations, curriculum,subjective aspects of the individual teacher and the teaching process. It is concluded that the performance of the teacher in contemporary, beyond their initial training requires understanding, for an innovative performance that reaches the goals of inclusive education.
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spelling Inclusive education teacher: reflections from a comprehensive curruculum approachProfessor da educação inclusiva: reflexões a partir de uma abordagem curricular compreensivaTeacherSpecial education.The Brazilian educational policy of inclusion can still be considered recent. The educational agents acting, that can accomplishthis inclusive proposal of students with special needs, can be seen in this process, from the current legislation. The objective of this focal bibliographical study is to describe the socio-cultural and educational changes considering science advances looking for an interpretation for transformations and the changing need in the teacher’s formation emphasizing the development of actions in the perspective of inclusive education. It was found that four factors, related to the teacher’s formation and acting, are crucial to an analysis that allows the performance of the teacher in view of effective inclusion. They are: socio-cultural and educational transformations, curriculum,subjective aspects of the individual teacher and the teaching process. It is concluded that the performance of the teacher in contemporary, beyond their initial training requires understanding, for an innovative performance that reaches the goals of inclusive education.http://dx.doi.org/10.5902/5223A política educacional brasileira de inclusão pode ainda ser considerada recente. Denota-se nesse processo a atuação dos agentes educacionais que podem efetivar essa proposta da inclusão dos alunos com necessidades educacionais especiais, a partir da legislação vigente. Esse estudo do tipo bibliográfico focal tem como objetivo descrever as transformações socioculturais e educacionais frente aos avanços da ciência, buscando uma interpretação das modificações e necessidade de mudança na formação do professor, valorizando o desenvolvimento de ações na perspectiva da educação inclusiva. Constatou-se que quatro fatores vinculados ao processo de formação e atuação dos professores são preponderantes para uma análise que permita a atuação do professor tendo em vista a efetiva inclusão. São eles: transformações socioculturais e educacionais, currículo, aspectos subjetivos da pessoa do professor e o processo de ensino. Conclui-se que a atuação do professor na contemporaneidade, para além de sua formação inicial requer compreensão. Compreensão para uma atuação inovadora e capaz de alcançar os objetivos da inclusão escolar. Palavras-chave: Inclusão; Educação especial; Professor.Universidade Federal de Santa Maria2012-08-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/522310.5902/1984686X5223Special Education Magazine; Revista Educação Especial, v. 25, n. 43, maio/ago. 2012; 277-289Revista de Educación Especial; Revista Educação Especial, v. 25, n. 43, maio/ago. 2012; 277-289Revista Educação Especial; Revista Educação Especial, v. 25, n. 43, maio/ago. 2012; 277-2891984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/5223/3820Freitas, Soraia NapoleãoPavão, Silvia Maria de Oliveirainfo:eu-repo/semantics/openAccess2014-05-09T16:59:05Zoai:ojs.pkp.sfu.ca:article/5223Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2014-05-09T16:59:05Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Inclusive education teacher: reflections from a comprehensive curruculum approach
Professor da educação inclusiva: reflexões a partir de uma abordagem curricular compreensiva
title Inclusive education teacher: reflections from a comprehensive curruculum approach
spellingShingle Inclusive education teacher: reflections from a comprehensive curruculum approach
Freitas, Soraia Napoleão
Teacher
Special education.
title_short Inclusive education teacher: reflections from a comprehensive curruculum approach
title_full Inclusive education teacher: reflections from a comprehensive curruculum approach
title_fullStr Inclusive education teacher: reflections from a comprehensive curruculum approach
title_full_unstemmed Inclusive education teacher: reflections from a comprehensive curruculum approach
title_sort Inclusive education teacher: reflections from a comprehensive curruculum approach
author Freitas, Soraia Napoleão
author_facet Freitas, Soraia Napoleão
Pavão, Silvia Maria de Oliveira
author_role author
author2 Pavão, Silvia Maria de Oliveira
author2_role author
dc.contributor.author.fl_str_mv Freitas, Soraia Napoleão
Pavão, Silvia Maria de Oliveira
dc.subject.por.fl_str_mv Teacher
Special education.
topic Teacher
Special education.
description The Brazilian educational policy of inclusion can still be considered recent. The educational agents acting, that can accomplishthis inclusive proposal of students with special needs, can be seen in this process, from the current legislation. The objective of this focal bibliographical study is to describe the socio-cultural and educational changes considering science advances looking for an interpretation for transformations and the changing need in the teacher’s formation emphasizing the development of actions in the perspective of inclusive education. It was found that four factors, related to the teacher’s formation and acting, are crucial to an analysis that allows the performance of the teacher in view of effective inclusion. They are: socio-cultural and educational transformations, curriculum,subjective aspects of the individual teacher and the teaching process. It is concluded that the performance of the teacher in contemporary, beyond their initial training requires understanding, for an innovative performance that reaches the goals of inclusive education.
publishDate 2012
dc.date.none.fl_str_mv 2012-08-28
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/5223
10.5902/1984686X5223
url http://periodicos.ufsm.br/educacaoespecial/article/view/5223
identifier_str_mv 10.5902/1984686X5223
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/5223/3820
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
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. 25, n. 43, maio/ago. 2012; 277-289
Revista de Educación Especial; Revista Educação Especial, v. 25, n. 43, maio/ago. 2012; 277-289
Revista Educação Especial; Revista Educação Especial, v. 25, n. 43, maio/ago. 2012; 277-289
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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