Conceptions of future teachers regarding Inclusive Education and Special Education
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Outros Autores: | |
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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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 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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1799944201146728448 |