The bases of the teacher formation focused on the inclusion
Autor(a) principal: | |
---|---|
Data de Publicação: | 2009 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/816 |
Resumo: | Aim in this essay, built from a critical review of the literature, demonstrate that the thinking of a new process of teacher education involves a range of factors inter-relational, embodied in five basic guidelines, which are: 1) dialectical ownership of the concept of disability, not centered on the biologically of the individual, 2) need to establish a training process in which both the society and the rest of the population, including the disabled person, must turn to the assumption of an effectively united and democratic coexistence, 3) the deconstruction standard as a parameter guiding the relations and judgments made by the society; 4) emphatic nature of the necessary inter-relationship and dialogue between Special Education and Regular Education, 5)construction of a new school curriculum that includes diversity as producing knowledge and the many developments of our field on the environment around us. The resolution this highly complex architecture provides and do unveils the mystery of the teacher training focused on inclusion, whose answers are still in process of construction. |
id |
UFSM-9_ac67b23a80eed48ee67acec8f4dc1512 |
---|---|
oai_identifier_str |
oai:ojs.pkp.sfu.ca:article/816 |
network_acronym_str |
UFSM-9 |
network_name_str |
Revista Educação Especial (UFSM) |
repository_id_str |
|
spelling |
The bases of the teacher formation focused on the inclusionAs bases do processo de formação docente voltado à inclusãoTeacher educationInclusionCurriculum.Aim in this essay, built from a critical review of the literature, demonstrate that the thinking of a new process of teacher education involves a range of factors inter-relational, embodied in five basic guidelines, which are: 1) dialectical ownership of the concept of disability, not centered on the biologically of the individual, 2) need to establish a training process in which both the society and the rest of the population, including the disabled person, must turn to the assumption of an effectively united and democratic coexistence, 3) the deconstruction standard as a parameter guiding the relations and judgments made by the society; 4) emphatic nature of the necessary inter-relationship and dialogue between Special Education and Regular Education, 5)construction of a new school curriculum that includes diversity as producing knowledge and the many developments of our field on the environment around us. The resolution this highly complex architecture provides and do unveils the mystery of the teacher training focused on inclusion, whose answers are still in process of construction.Objetivamos neste ensaio, edificado a partir de uma revisão crítica da literatura, demonstrar que o pensar em um novo processo de formação docente envolve uma gama de fatores inter-relacionais, consubstanciados em cinco diretrizes basilares, quais sejam: 1) apropriação dialética do conceito de deficiência como não centrado no organismo do indivíduo; 2) necessidade de estabelecer que em um processo formativo tanto a sociedade como o restante da população, inclusive o deficiente, devem se transformar visando a assunção de uma convivência efetivamente solidária e democrática; 3) desconstrução da norma como parâmetro norteador das relações e julgamentos realizados pela sociedade; 4) caráter enfático do necessário inter-relacionamento dialógico entre Educação Especial e Educação Regular e; 5) construção de um novo currículo escolar que abranja a diversidade como produtora dos múltiplos conhecimentos e da evolução de nosso domínio sobre o ambiente que nos cerca. Na resolução dessa arquitetura sumamente complexa estabelece-se e se desvenda o enigma do processo de formação docente voltado à inclusão, cujas respostas ainda estão em vias de construção.Palavras-chave: Formação docente. Inclusão. Currículo.Universidade Federal de Santa Maria2009-12-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/816Special Education Magazine; Revista Educação Especial, v. 22, n. 35, set./dez. 2009Revista de Educación Especial; Revista Educação Especial, v. 22, n. 35, set./dez. 2009Revista Educação Especial; Revista Educação Especial, v. 22, n. 35, set./dez. 20091984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/816/559Piccolo, Gustavo Martinsinfo:eu-repo/semantics/openAccess2016-05-09T14:21:58Zoai:ojs.pkp.sfu.ca:article/816Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2016-05-09T14:21:58Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
The bases of the teacher formation focused on the inclusion As bases do processo de formação docente voltado à inclusão |
title |
The bases of the teacher formation focused on the inclusion |
spellingShingle |
The bases of the teacher formation focused on the inclusion Piccolo, Gustavo Martins Teacher education Inclusion Curriculum. |
title_short |
The bases of the teacher formation focused on the inclusion |
title_full |
The bases of the teacher formation focused on the inclusion |
title_fullStr |
The bases of the teacher formation focused on the inclusion |
title_full_unstemmed |
The bases of the teacher formation focused on the inclusion |
title_sort |
The bases of the teacher formation focused on the inclusion |
author |
Piccolo, Gustavo Martins |
author_facet |
Piccolo, Gustavo Martins |
author_role |
author |
dc.contributor.author.fl_str_mv |
Piccolo, Gustavo Martins |
dc.subject.por.fl_str_mv |
Teacher education Inclusion Curriculum. |
topic |
Teacher education Inclusion Curriculum. |
description |
Aim in this essay, built from a critical review of the literature, demonstrate that the thinking of a new process of teacher education involves a range of factors inter-relational, embodied in five basic guidelines, which are: 1) dialectical ownership of the concept of disability, not centered on the biologically of the individual, 2) need to establish a training process in which both the society and the rest of the population, including the disabled person, must turn to the assumption of an effectively united and democratic coexistence, 3) the deconstruction standard as a parameter guiding the relations and judgments made by the society; 4) emphatic nature of the necessary inter-relationship and dialogue between Special Education and Regular Education, 5)construction of a new school curriculum that includes diversity as producing knowledge and the many developments of our field on the environment around us. The resolution this highly complex architecture provides and do unveils the mystery of the teacher training focused on inclusion, whose answers are still in process of construction. |
publishDate |
2009 |
dc.date.none.fl_str_mv |
2009-12-11 |
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/816 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/816 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/816/559 |
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. 22, n. 35, set./dez. 2009 Revista de Educación Especial; Revista Educação Especial, v. 22, n. 35, set./dez. 2009 Revista Educação Especial; Revista Educação Especial, v. 22, n. 35, set./dez. 2009 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 |
_version_ |
1799944198190792704 |