The role of continuing education at work of Chemistry teachers with the deaf students
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Data de Publicação: | 2019 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/27300 |
Resumo: | In Brazil, the presence of students with disabilities in the classroom is an irreversible fact and supported by law. Education is meant for everyone and more and more people are demanding it. As a result, more and more deaf students are enrolled in regular schools. However, teachers are not trained, especially chemistry, for the work efficiently with these students. These professionals arrive in schools unprepared for the various special educational needs that they find there. Thus, the purpose of this article is to report the experience derived from the application of a short course that aimed to train teachers and foster discussions regarding the teaching and learning process of chemistry for deaf students. The short course, lasting four hours, was divided into a theoretical part and a practical part, and had fifteen participants. As a result, teachers' lack of information about special education - particularly the deaf student - was evident and the theme is discussed in order to give theoretical support to the practice of teachers. |
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The role of continuing education at work of Chemistry teachers with the deaf studentsEl papel de la formación continuada en el trabajo de los profesores de Química con alumnos sordosO papel da formação continuada no trabalho dos professores de química com alunos surdosChemistry teachingDeafnessTeacher training.Enseñanza de QuímicaSorderaFormato contínuo.Ensino de QuímicaSurdezFormação Continuada.In Brazil, the presence of students with disabilities in the classroom is an irreversible fact and supported by law. Education is meant for everyone and more and more people are demanding it. As a result, more and more deaf students are enrolled in regular schools. However, teachers are not trained, especially chemistry, for the work efficiently with these students. These professionals arrive in schools unprepared for the various special educational needs that they find there. Thus, the purpose of this article is to report the experience derived from the application of a short course that aimed to train teachers and foster discussions regarding the teaching and learning process of chemistry for deaf students. The short course, lasting four hours, was divided into a theoretical part and a practical part, and had fifteen participants. As a result, teachers' lack of information about special education - particularly the deaf student - was evident and the theme is discussed in order to give theoretical support to the practice of teachers.En Brasil, la presencia de alumnos con discapacidad en el aula es un hecho irreversible y amparado por la ley. La educación es deber del Estado y derecho de todos y es cada vez mayor el número de los que hacen justicia a ese derecho. Se explica, por lo tanto, el hecho de la ampliación del número de alumnos sordos matriculados en escuelas regulares. Sin embargo, no se forman profesores, sobre todo de química, capacitados para un trabajo eficiente junto a esos alumnos. Estos profesionales han llegado en las escuelas despreparadas ante las diversas necesidades educativas especiales que allí encuentran. Así, el presente artículo tiene como objetivo relatar la experiencia derivada de la aplicación de un minicurso que visó capacitar profesores y fomentar discusiones referentes al proceso de enseñanza y aprendizaje de química para alumnos sordos. El minicurso, con duración de cuatro horas, fue dividido en una parte teórica y una parte práctica, y contó con quince participantes. Como resultado, quedó evidente la carencia por parte de los profesores de informaciones referentes a la educación especial - en particular del alumno sordo, y la necesidad que la temática sea de hecho trabajada a fin de dar un respaldo teórico a la práctica de profesores.No Brasil, a presença de alunos com deficiência em sala de aula é fato irreversível e amparado por lei. A educação é dever do Estado e direito de todos e é cada vez maior o número dos que fazem jus a esse direito. Explica-se, por isso, o fato da ampliação do número de alunos surdos matriculados em escolas regulares. Porém, não se formam professores, sobretudo de química, capacitados para um trabalho eficiente junto a esses alunos. Esses profissionais têm chegado nas escolas despreparados diante das diversas necessidades educacionais especiais que ali encontram. Assim, o presente artigo tem como objetivo relatar a experiência advinda da aplicação de um minicurso que visou capacitar professores e fomentar discussões referentes ao processo de ensino e aprendizagem de química para alunos surdos. O minicurso, com duração de quatro horas, foi dividido em uma parte teórica e uma parte prática, e contou com quinze participantes. Como resultado, ficou evidente a carência por parte dos professores de informações referentes à educação especial – em particular do aluno surdo, e a necessidade que a temática seja de fato trabalhada a fim de dar um respaldo teórico à prática de professores.Universidade Federal de Santa Maria2019-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/2730010.5902/1984686X27300Special Education Magazine; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e7 / 1-16Revista de Educación Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e7 / 1-16Revista Educação Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e7 / 1-161984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/27300/pdf_1Copyright (c) 2019 Revista Educação Especialinfo:eu-repo/semantics/openAccessFernandes, Jomara MendesReis, Ivoni de Freitas2023-12-11T13:08:05Zoai:ojs.pkp.sfu.ca:article/27300Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2023-12-11T13:08:05Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
The role of continuing education at work of Chemistry teachers with the deaf students El papel de la formación continuada en el trabajo de los profesores de Química con alumnos sordos O papel da formação continuada no trabalho dos professores de química com alunos surdos |
title |
The role of continuing education at work of Chemistry teachers with the deaf students |
spellingShingle |
The role of continuing education at work of Chemistry teachers with the deaf students Fernandes, Jomara Mendes Chemistry teaching Deafness Teacher training. Enseñanza de Química Sordera Formato contínuo. Ensino de Química Surdez Formação Continuada. |
title_short |
The role of continuing education at work of Chemistry teachers with the deaf students |
title_full |
The role of continuing education at work of Chemistry teachers with the deaf students |
title_fullStr |
The role of continuing education at work of Chemistry teachers with the deaf students |
title_full_unstemmed |
The role of continuing education at work of Chemistry teachers with the deaf students |
title_sort |
The role of continuing education at work of Chemistry teachers with the deaf students |
author |
Fernandes, Jomara Mendes |
author_facet |
Fernandes, Jomara Mendes Reis, Ivoni de Freitas |
author_role |
author |
author2 |
Reis, Ivoni de Freitas |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Fernandes, Jomara Mendes Reis, Ivoni de Freitas |
dc.subject.por.fl_str_mv |
Chemistry teaching Deafness Teacher training. Enseñanza de Química Sordera Formato contínuo. Ensino de Química Surdez Formação Continuada. |
topic |
Chemistry teaching Deafness Teacher training. Enseñanza de Química Sordera Formato contínuo. Ensino de Química Surdez Formação Continuada. |
description |
In Brazil, the presence of students with disabilities in the classroom is an irreversible fact and supported by law. Education is meant for everyone and more and more people are demanding it. As a result, more and more deaf students are enrolled in regular schools. However, teachers are not trained, especially chemistry, for the work efficiently with these students. These professionals arrive in schools unprepared for the various special educational needs that they find there. Thus, the purpose of this article is to report the experience derived from the application of a short course that aimed to train teachers and foster discussions regarding the teaching and learning process of chemistry for deaf students. The short course, lasting four hours, was divided into a theoretical part and a practical part, and had fifteen participants. As a result, teachers' lack of information about special education - particularly the deaf student - was evident and the theme is discussed in order to give theoretical support to the practice of teachers. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-01-01 |
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/27300 10.5902/1984686X27300 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/27300 |
identifier_str_mv |
10.5902/1984686X27300 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/27300/pdf_1 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 Revista Educação Especial info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 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. 32, 2019 – Publicação Contínua; e7 / 1-16 Revista de Educación Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e7 / 1-16 Revista Educação Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e7 / 1-16 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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1799944201100591104 |