School inclusion: deficiencies and challenges of training and professional practice

Detalhes bibliográficos
Autor(a) principal: Terra, Ricardo Nogueira
Data de Publicação: 2012
Outros Autores: Gomes, Claudia Gomes
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/5629
Resumo: Based on the proposals that enable the access and retention of students with special educational needs (Nees) in regular education, promulgated by national and international laws, that discussion of inclusive educational activities, earn forum, and also triggers the needs and challenges in consider implementing a school welcoming to all students alike. Thus, this study interested in the dilemmas and challenges surrounding the issue in schools Alfenas / MG, launched aimed at characterizing the professional preparation of teachers with regard to aspects of initial and continuing training, as well as knowledge of legal and surrounding the legal inclusive educational policies. This study involved a sample of 60 teachers, two schools operating in a network of municipal and other state network of a city in southern region of Minas Gerais / MG. To collect data from teachers, was used as a research tool a questionnaire that was analyzed quantitatively. It might be considered that in general, teachers have appropriate education about the undergraduate and postgraduate, 51.7% of the sample points have conducted specific training courses for inclusion, however, 84.5% sample consider themselves unprepared for this process, as well as in relation to knowledge of laws, one can show that a significant portion shows not know the specific laws surrounding the issue. Thus, we conclude that there is a need for questioning both the quality and effectiveness of courses of initial and continuing training offered to teachers.
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spelling School inclusion: deficiencies and challenges of training and professional practiceInclusão escolar: carências e desafios da formação e atuação profissionalTeacher educationInclusionSpecial educational needs.Based on the proposals that enable the access and retention of students with special educational needs (Nees) in regular education, promulgated by national and international laws, that discussion of inclusive educational activities, earn forum, and also triggers the needs and challenges in consider implementing a school welcoming to all students alike. Thus, this study interested in the dilemmas and challenges surrounding the issue in schools Alfenas / MG, launched aimed at characterizing the professional preparation of teachers with regard to aspects of initial and continuing training, as well as knowledge of legal and surrounding the legal inclusive educational policies. This study involved a sample of 60 teachers, two schools operating in a network of municipal and other state network of a city in southern region of Minas Gerais / MG. To collect data from teachers, was used as a research tool a questionnaire that was analyzed quantitatively. It might be considered that in general, teachers have appropriate education about the undergraduate and postgraduate, 51.7% of the sample points have conducted specific training courses for inclusion, however, 84.5% sample consider themselves unprepared for this process, as well as in relation to knowledge of laws, one can show that a significant portion shows not know the specific laws surrounding the issue. Thus, we conclude that there is a need for questioning both the quality and effectiveness of courses of initial and continuing training offered to teachers.http://dx.doi.org/10.5902/1984686X5629 Com base nas propostas que possibilitam o acesso e permanência de alunos com necessidades educacionais especiais (NEEs) no ensino regular, promulgadas pelas legislações nacionais e internacionais, que discussão das ações educacionais inclusivas, ganha foro, e também deflagra as carências e os desafios ao se considerar a implementação de uma escola acolhedora a todos os alunos indistintamente. Assim, este estudo interessado nos impasses e desafios que cercam a questão nas escolas de Alfenas/MG, lançou como objetivo caracterizar o preparo profissional dos professores, no que se refere aos aspectos de formação inicial e continuada, assim como o conhecimento dos aspectos legais e jurídicos que cercam as políticas públicas educacionais inclusivas. Este estudo contou com uma amostra de 60 professores, atuantes em duas escolas uma da rede municipal e outra da rede estadual de uma cidade da região do Sul de Minas Gerais/MG. Para a coleta de dados junto aos professores, foi utilizado como instrumento de pesquisa um questionário que foi analisado quantitativamente. Pôde-se considerar que de modo geral, os professores apresentam uma formação acadêmica adequada quanto aos cursos de graduação e pos-graduação, 51,7% da amostra apontam ter realizado cursos específicos de formação para a inclusão, no entanto, 84,5% da amostra consideram-se despreparados para esse processo, assim como em relação ao conhecimento das legislações, podê-se evidenciar que uma parcela significativa aponta não conhecer as legislações específicas que cercam a questão. Assim, conclui-se que existe a necessidade de questionamentos tanto na qualidade e eficácia dos cursos de formação inicial e continuada oferecida aos professores.Palavras-chaves: Formação docente; Inclusão; Necessidades educacionais especiais. Universidade Federal de Santa Maria2012-12-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/562910.5902/1984686X5629Special Education Magazine; Revista Educação Especial, v. 26, n. 45, jan./abr. 2013; 109-123Revista de Educación Especial; Revista Educação Especial, v. 26, n. 45, jan./abr. 2013; 109-123Revista Educação Especial; Revista Educação Especial, v. 26, n. 45, jan./abr. 2013; 109-1231984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/5629/pdfTerra, Ricardo NogueiraGomes, Claudia Gomesinfo:eu-repo/semantics/openAccess2015-06-02T16:45:42Zoai:ojs.pkp.sfu.ca:article/5629Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2015-06-02T16:45:42Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv School inclusion: deficiencies and challenges of training and professional practice
Inclusão escolar: carências e desafios da formação e atuação profissional
title School inclusion: deficiencies and challenges of training and professional practice
spellingShingle School inclusion: deficiencies and challenges of training and professional practice
Terra, Ricardo Nogueira
Teacher education
Inclusion
Special educational needs.
title_short School inclusion: deficiencies and challenges of training and professional practice
title_full School inclusion: deficiencies and challenges of training and professional practice
title_fullStr School inclusion: deficiencies and challenges of training and professional practice
title_full_unstemmed School inclusion: deficiencies and challenges of training and professional practice
title_sort School inclusion: deficiencies and challenges of training and professional practice
author Terra, Ricardo Nogueira
author_facet Terra, Ricardo Nogueira
Gomes, Claudia Gomes
author_role author
author2 Gomes, Claudia Gomes
author2_role author
dc.contributor.author.fl_str_mv Terra, Ricardo Nogueira
Gomes, Claudia Gomes
dc.subject.por.fl_str_mv Teacher education
Inclusion
Special educational needs.
topic Teacher education
Inclusion
Special educational needs.
description Based on the proposals that enable the access and retention of students with special educational needs (Nees) in regular education, promulgated by national and international laws, that discussion of inclusive educational activities, earn forum, and also triggers the needs and challenges in consider implementing a school welcoming to all students alike. Thus, this study interested in the dilemmas and challenges surrounding the issue in schools Alfenas / MG, launched aimed at characterizing the professional preparation of teachers with regard to aspects of initial and continuing training, as well as knowledge of legal and surrounding the legal inclusive educational policies. This study involved a sample of 60 teachers, two schools operating in a network of municipal and other state network of a city in southern region of Minas Gerais / MG. To collect data from teachers, was used as a research tool a questionnaire that was analyzed quantitatively. It might be considered that in general, teachers have appropriate education about the undergraduate and postgraduate, 51.7% of the sample points have conducted specific training courses for inclusion, however, 84.5% sample consider themselves unprepared for this process, as well as in relation to knowledge of laws, one can show that a significant portion shows not know the specific laws surrounding the issue. Thus, we conclude that there is a need for questioning both the quality and effectiveness of courses of initial and continuing training offered to teachers.
publishDate 2012
dc.date.none.fl_str_mv 2012-12-26
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
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dc.identifier.uri.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/5629
10.5902/1984686X5629
url http://periodicos.ufsm.br/educacaoespecial/article/view/5629
identifier_str_mv 10.5902/1984686X5629
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/5629/pdf
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. 26, n. 45, jan./abr. 2013; 109-123
Revista de Educación Especial; Revista Educação Especial, v. 26, n. 45, jan./abr. 2013; 109-123
Revista Educação Especial; Revista Educação Especial, v. 26, n. 45, jan./abr. 2013; 109-123
1984-686X
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