Conceptions of future teachers regarding Inclusive Education and Special Education

Detalhes bibliográficos
Autor(a) principal: Marinho, Carla Cristina
Data de Publicação: 2017
Outros Autores: Omote, Sadao
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/28085
Resumo: In the relationship teaching-learning, the teacher's personal variables need to be considered, for the student's learning is also determined by the quality of the interpersonal relationship between them. Therefore, the process of the teacher's formation needs to deal with psychosocial characteristics of the teacher, allowing him to ponder over them and eventually modify them to promote the student learning. There are many variables that can affect the teacher's performance. In this article, the future teachers' conceptions regarding the Inclusive Education and Special Education are analyzed and discussed, considering that such conceptions can affect the nature of the pedagogic actions developed by the teacher in their relationship with students with different characteristics, including those presenting differences or special difficulties. From the analyses, we believe that, at least in relation to the conceptions that were evaluated, the theoretical and practical knowledge presented by teachers, through the curriculum of the course of Pedagogy at São Paulo State University (UNESP) at Marília, seems to have had some effect on the students' conceptions. It means that the themes related to the Inclusive Education and the Special Education may have been discussed properly during the process of those students' initial formation, allowing them to present conceptions about Inclusive Education and Special Education in accordance to the legislation and to the proposal of that course of Pedagogy.
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spelling Conceptions of future teachers regarding Inclusive Education and Special EducationConcepções de futuros professores a respeito da educação inclusiva e Educação EspecialConceptionsInclusive EducationSpecial EducationConcepçõesEducação InclusivaEducação Especial.In the relationship teaching-learning, the teacher's personal variables need to be considered, for the student's learning is also determined by the quality of the interpersonal relationship between them. Therefore, the process of the teacher's formation needs to deal with psychosocial characteristics of the teacher, allowing him to ponder over them and eventually modify them to promote the student learning. There are many variables that can affect the teacher's performance. In this article, the future teachers' conceptions regarding the Inclusive Education and Special Education are analyzed and discussed, considering that such conceptions can affect the nature of the pedagogic actions developed by the teacher in their relationship with students with different characteristics, including those presenting differences or special difficulties. From the analyses, we believe that, at least in relation to the conceptions that were evaluated, the theoretical and practical knowledge presented by teachers, through the curriculum of the course of Pedagogy at São Paulo State University (UNESP) at Marília, seems to have had some effect on the students' conceptions. It means that the themes related to the Inclusive Education and the Special Education may have been discussed properly during the process of those students' initial formation, allowing them to present conceptions about Inclusive Education and Special Education in accordance to the legislation and to the proposal of that course of Pedagogy.Na relação ensino-aprendizagem, as variáveis pessoais do professor precisam ser consideradas, pois a aprendizagem do aluno é determinada também pela qualidade da relação interpessoal entre eles. Portanto, o processo de formação do professor precisa ser capaz de lidar com tais características psicossociais do professor, levando-o a refletir sobre elas e eventualmente modifica-las para favorecer a aprendizagem. Há muitas variáveis que podem afetar o bom desempenho do professor. Neste artigo, são analisadas e discutidas as concepções de futuros professores a respeito da Educação Inclusiva e Educação Especial, considerando que tais concepções podem afetar profundamente a natureza das ações pedagógicas desenvolvidas pelo professor na sua relação com alunos com diferentes características, incluindo aqueles que apresentam diferenças ou dificuldades especiais. A partir das análises, concluímos que ao menos no que concerne às concepções que foram avaliadas, o conhecimento teórico e prático apresentado pelos docentes, por intermédio da matriz curricular do curso de Pedagogia da UNESP de Marília, parece ter exercido algum efeito nas concepções dos estudantes do referido curso. Significa que as temáticas relacionadas à Educação Inclusiva e à Educação Especial podem estar sendo devidamente discutidas, durante o processo de formação inicial desses estudantes, possibilitando-lhes apresentar concepções sobre Educação Inclusiva e Educação Especial coerentes com a legislação vigente e com a proposta desse curso de Pedagogia. Universidade Federal de Santa Maria2017-11-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/2808510.5902/1984686X28085Special Education Magazine; Revista Educação Especial, v. 30, n. 59, set./dez. 2017; 629-642Revista de Educación Especial; Revista Educação Especial, v. 30, n. 59, set./dez. 2017; 629-642Revista Educação Especial; Revista Educação Especial, v. 30, n. 59, set./dez. 2017; 629-6421984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/28085/pdfCopyright (c) 2017 Revista Educação Especialinfo:eu-repo/semantics/openAccessMarinho, Carla CristinaOmote, Sadao2017-11-09T12:31:01Zoai:ojs.pkp.sfu.ca:article/28085Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2017-11-09T12:31:01Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Conceptions of future teachers regarding Inclusive Education and Special Education
Concepções de futuros professores a respeito da educação inclusiva e Educação Especial
title Conceptions of future teachers regarding Inclusive Education and Special Education
spellingShingle Conceptions of future teachers regarding Inclusive Education and Special Education
Marinho, Carla Cristina
Conceptions
Inclusive Education
Special Education
Concepções
Educação Inclusiva
Educação Especial.
title_short Conceptions of future teachers regarding Inclusive Education and Special Education
title_full Conceptions of future teachers regarding Inclusive Education and Special Education
title_fullStr Conceptions of future teachers regarding Inclusive Education and Special Education
title_full_unstemmed Conceptions of future teachers regarding Inclusive Education and Special Education
title_sort Conceptions of future teachers regarding Inclusive Education and Special Education
author Marinho, Carla Cristina
author_facet Marinho, Carla Cristina
Omote, Sadao
author_role author
author2 Omote, Sadao
author2_role author
dc.contributor.author.fl_str_mv Marinho, Carla Cristina
Omote, Sadao
dc.subject.por.fl_str_mv Conceptions
Inclusive Education
Special Education
Concepções
Educação Inclusiva
Educação Especial.
topic Conceptions
Inclusive Education
Special Education
Concepções
Educação Inclusiva
Educação Especial.
description In the relationship teaching-learning, the teacher's personal variables need to be considered, for the student's learning is also determined by the quality of the interpersonal relationship between them. Therefore, the process of the teacher's formation needs to deal with psychosocial characteristics of the teacher, allowing him to ponder over them and eventually modify them to promote the student learning. There are many variables that can affect the teacher's performance. In this article, the future teachers' conceptions regarding the Inclusive Education and Special Education are analyzed and discussed, considering that such conceptions can affect the nature of the pedagogic actions developed by the teacher in their relationship with students with different characteristics, including those presenting differences or special difficulties. From the analyses, we believe that, at least in relation to the conceptions that were evaluated, the theoretical and practical knowledge presented by teachers, through the curriculum of the course of Pedagogy at São Paulo State University (UNESP) at Marília, seems to have had some effect on the students' conceptions. It means that the themes related to the Inclusive Education and the Special Education may have been discussed properly during the process of those students' initial formation, allowing them to present conceptions about Inclusive Education and Special Education in accordance to the legislation and to the proposal of that course of Pedagogy.
publishDate 2017
dc.date.none.fl_str_mv 2017-11-07
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/28085
10.5902/1984686X28085
url http://periodicos.ufsm.br/educacaoespecial/article/view/28085
identifier_str_mv 10.5902/1984686X28085
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/28085/pdf
dc.rights.driver.fl_str_mv Copyright (c) 2017 Revista Educação Especial
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Revista Educação Especial
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. 30, n. 59, set./dez. 2017; 629-642
Revista de Educación Especial; Revista Educação Especial, v. 30, n. 59, set./dez. 2017; 629-642
Revista Educação Especial; Revista Educação Especial, v. 30, n. 59, set./dez. 2017; 629-642
1984-686X
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