Special Education in Rural Education: teacher education in public universities in Rio Grande do Sul

Detalhes bibliográficos
Autor(a) principal: Kraemer, Graciele Marjana
Data de Publicação: 2020
Outros Autores: Bresciani Lopes, Luciane, Giordani, Liliane Ferrari
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Brasileira de Educação do Campo
Texto Completo: https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8962
Resumo: How has Special Education been presented to teachers attending teaching courses in Rural Education? In order to answer this question, it is necessary to study how Special Education knowledges have been produced in teacher education intended for Rural Education. From a research into specific documents, we have analyzed Pedagogical Projects of teaching courses in Rural Education, and Teaching Plans of disciplines addressing Special Education, in five public universities in the state of Rio Grande do Sul. We have found that Special Education knowledges have been marked with invisibility, isolation and fragmentation in relation to other curricular knowledges in Rural Education. Hence, we should highlight the need to understand teacher education as a practice requiring continuing investments in the constitution of a co-responsibility culture. This culture may be produced through a dialogue between different fields of knowledge, interconnection of methodological strategies, investments in education, and detachment from the paradigm of inclusion of knowledges that are exclusive to the field of Special Education.
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spelling Special Education in Rural Education: teacher education in public universities in Rio Grande do SulSpecial Education in Rural Education: teacher education in public universities in Rio Grande do SulEducación Especial en la Educación de Campo: formación de profesores en universidades públicas en Rio Grande do SulSpecial Education in Rural Education: teacher education in public universities in Rio Grande do SulEducação Especial na Educação do Campo: formação de professores em universidades públicas do Rio Grande do SulHow has Special Education been presented to teachers attending teaching courses in Rural Education? In order to answer this question, it is necessary to study how Special Education knowledges have been produced in teacher education intended for Rural Education. From a research into specific documents, we have analyzed Pedagogical Projects of teaching courses in Rural Education, and Teaching Plans of disciplines addressing Special Education, in five public universities in the state of Rio Grande do Sul. We have found that Special Education knowledges have been marked with invisibility, isolation and fragmentation in relation to other curricular knowledges in Rural Education. Hence, we should highlight the need to understand teacher education as a practice requiring continuing investments in the constitution of a co-responsibility culture. This culture may be produced through a dialogue between different fields of knowledge, interconnection of methodological strategies, investments in education, and detachment from the paradigm of inclusion of knowledges that are exclusive to the field of Special Education.How has Special Education been presented to teachers attending teaching courses in Rural Education? In order to answer this question, it is necessary to study how Special Education knowledges have been produced in teacher education intended for Rural Education. From a research into specific documents, we have analyzed Pedagogical Projects of teaching courses in Rural Education, and Teaching Plans of disciplines addressing Special Education, in five public universities in the state of Rio Grande do Sul. We have found that Special Education knowledges have been marked with invisibility, isolation and fragmentation in relation to other curricular knowledges in Rural Education. Hence, we should highlight the need to understand teacher education as a practice requiring continuing investments in the constitution of a co-responsibility culture. This culture may be produced through a dialogue between different fields of knowledge, interconnection of methodological strategies, investments in education, and detachment from the paradigm of inclusion of knowledges that are exclusive to the field of Special Education.How has Special Education been presented to teachers attending teaching courses in Rural Education? In order to answer this question, it is necessary to study how Special Education knowledges have been produced in teacher education intended for Rural Education. From a research into specific documents, we have analyzed Pedagogical Projects of teaching courses in Rural Education, and Teaching Plans of disciplines addressing Special Education, in five public universities in the state of Rio Grande do Sul. We have found that Special Education knowledges have been marked with invisibility, isolation and fragmentation in relation to other curricular knowledges in Rural Education. Hence, we should highlight the need to understand teacher education as a practice requiring continuing investments in the constitution of a co-responsibility culture. This culture may be produced through a dialogue between different fields of knowledge, interconnection of methodological strategies, investments in education, and detachment from the paradigm of inclusion of knowledges that are exclusive to the field of Special Education.Como atualmente se apresenta a Educação Especial na formação de professores nas Licenciaturas em Educação do Campo? Para responder esse questionamento, é necessário um estudo sobre como os saberes da Educação Especial são produzidos na formação para a Educação do Campo. A partir de pesquisa em documentos específicos, foram analisados Projetos Pedagógicos de Curso (PPC) da Licenciatura em Educação do Campo (LEdoC) e Planos de Ensino das disciplinas que abordam a temática da Educação Especial, em cinco universidades públicas no estado do Rio Grande do Sul. Constatam-se a invisibilidade, o isolamento e a fragmentação dos saberes da Educação Especial em relação aos demais saberes da grade curricular de formação em Educação do Campo. Dessa forma, destaca-se a necessidade de compreender a formação docente como uma prática que requer investimentos permanentes para a constituição de uma cultura de corresponsabilidade. Essa cultura pode ser produzida no diálogo entre distintos campos de saber, interconexão de estratégias metodológicas, investimentos em percursos formativos e desvinculação do paradigma da inclusão dos saberes exclusivos do campo da Educação Especial. Palavras-chave: Educação Especial, Educação do Campo, Formação Docente, Inclusão.   Special Education in Rural Education: teacher education in public universities in Rio Grande do Sul ABSTRACT: How has Special Education been presented to teachers attending teaching courses in Rural Education? In order to answer this question, it is necessary to study how Special Education knowledges have been produced in teacher education intended for Rural Education. From a research into specific documents, we have analyzed Pedagogical Projects of teaching courses in Rural Education, and Teaching Plans of disciplines addressing Special Education, in five public universities in the state of Rio Grande do Sul. We have found that Special Education knowledges have been marked with invisibility, isolation and fragmentation in relation to other curricular knowledges in Rural Education. Hence, we should highlight the need to understand teacher education as a practice requiring continuing investments in the constitution of a co-responsibility culture. This culture may be produced through a dialogue between different fields of knowledge, interconnection of methodological strategies, investments in education, and detachment from the paradigm of inclusion of knowledges that are exclusive to the field of Special Education. Keywords: Special Education, Rural Education, Teacher Education, Inclusion.   Educación Especial en la Educación de Campo: formación de profesores en universidades públicas en Rio Grande do Sul RESUMEN: ¿De qué manera se presenta actualmente la Educación Especial en la formación de profesores en las Licenciaturas en Educación del Campo? Para responder esta cuestión, es necesario un estudio sobre cómo los saberes de la Educación Especial son producidos en esta carrera. A partir de una investigación en documentos específicos, fueron analizados Proyectos Pedagógicos de Curso (PPC) de la Licenciatura en Educación del Campo (LEdoC) y Planes de Estudio de las disciplinas que abordan la temática de la Educación Especial en cinco universidades públicas en el estado de Rio Grande do Sul. Se puede constatar la invisibilidad, el aislamiento y la fragmentación de los conocimientos de la Educación Especial en relación a los otros conocimientos del plan de estudio en la formación en Educación del Campo. De esta forma, se destaca la necesidad de comprender la formación docente como una práctica que requiere de inversiones permanentes para la constitución de una cultura de corresponsabilidad. Esta cultura puede ser producida mediante el diálogo entre distintos entornos de saber, interconexión de estrategias metodológicas, inversiones en recursos formativos y desvinculación del paradigma de la inclusión de los saberes exclusivos del ámbito de la Educación Especial. Palabras clave: Educación Especial, Educación del Campo, Formación Docente, Inclusión.Universidade Federal do Tocantins2020-07-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/896210.20873/uft.rbec.e8962Brazilian Journal of Rural Education; Bd. 5 (2020): Publicação Contínua / Continuous Publication; e8962Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e8962Revista Brasileña de Educación Rural; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e8962Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e8962Revista Brasileira de Educação do Campo; v. 5 (2020): Publicação Contínua / Continuous Publication; e89622525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8962/17027https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8962/17028Copyright (c) 2020 Graciele Marjana Kraemer, Luciane Bresciani Lopes, Liliane Ferrari Giordaniinfo:eu-repo/semantics/openAccessKraemer, Graciele Marjana Bresciani Lopes, Luciane Giordani, Liliane Ferrari 2020-08-10T16:14:02Zoai:ojs.revista.uft.edu.br:article/8962Revistahttps://sistemas.uft.edu.br/periodicos/index.php/campoPUBhttps://sistemas.uft.edu.br/periodicos/index.php/campo/oaigustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br2525-48632525-4863opendoar:2020-08-10T16:14:02Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false
dc.title.none.fl_str_mv Special Education in Rural Education: teacher education in public universities in Rio Grande do Sul
Special Education in Rural Education: teacher education in public universities in Rio Grande do Sul
Educación Especial en la Educación de Campo: formación de profesores en universidades públicas en Rio Grande do Sul
Special Education in Rural Education: teacher education in public universities in Rio Grande do Sul
Educação Especial na Educação do Campo: formação de professores em universidades públicas do Rio Grande do Sul
title Special Education in Rural Education: teacher education in public universities in Rio Grande do Sul
spellingShingle Special Education in Rural Education: teacher education in public universities in Rio Grande do Sul
Kraemer, Graciele Marjana
title_short Special Education in Rural Education: teacher education in public universities in Rio Grande do Sul
title_full Special Education in Rural Education: teacher education in public universities in Rio Grande do Sul
title_fullStr Special Education in Rural Education: teacher education in public universities in Rio Grande do Sul
title_full_unstemmed Special Education in Rural Education: teacher education in public universities in Rio Grande do Sul
title_sort Special Education in Rural Education: teacher education in public universities in Rio Grande do Sul
author Kraemer, Graciele Marjana
author_facet Kraemer, Graciele Marjana
Bresciani Lopes, Luciane
Giordani, Liliane Ferrari
author_role author
author2 Bresciani Lopes, Luciane
Giordani, Liliane Ferrari
author2_role author
author
dc.contributor.author.fl_str_mv Kraemer, Graciele Marjana
Bresciani Lopes, Luciane
Giordani, Liliane Ferrari
description How has Special Education been presented to teachers attending teaching courses in Rural Education? In order to answer this question, it is necessary to study how Special Education knowledges have been produced in teacher education intended for Rural Education. From a research into specific documents, we have analyzed Pedagogical Projects of teaching courses in Rural Education, and Teaching Plans of disciplines addressing Special Education, in five public universities in the state of Rio Grande do Sul. We have found that Special Education knowledges have been marked with invisibility, isolation and fragmentation in relation to other curricular knowledges in Rural Education. Hence, we should highlight the need to understand teacher education as a practice requiring continuing investments in the constitution of a co-responsibility culture. This culture may be produced through a dialogue between different fields of knowledge, interconnection of methodological strategies, investments in education, and detachment from the paradigm of inclusion of knowledges that are exclusive to the field of Special Education.
publishDate 2020
dc.date.none.fl_str_mv 2020-07-03
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8962
10.20873/uft.rbec.e8962
url https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8962
identifier_str_mv 10.20873/uft.rbec.e8962
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8962/17027
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8962/17028
dc.rights.driver.fl_str_mv Copyright (c) 2020 Graciele Marjana Kraemer, Luciane Bresciani Lopes, Liliane Ferrari Giordani
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Graciele Marjana Kraemer, Luciane Bresciani Lopes, Liliane Ferrari Giordani
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade Federal do Tocantins
publisher.none.fl_str_mv Universidade Federal do Tocantins
dc.source.none.fl_str_mv Brazilian Journal of Rural Education; Bd. 5 (2020): Publicação Contínua / Continuous Publication; e8962
Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e8962
Revista Brasileña de Educación Rural; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e8962
Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e8962
Revista Brasileira de Educação do Campo; v. 5 (2020): Publicação Contínua / Continuous Publication; e8962
2525-4863
reponame:Revista Brasileira de Educação do Campo
instname:Universidade Federal do Tocantins (UFT)
instacron:UFT
instname_str Universidade Federal do Tocantins (UFT)
instacron_str UFT
institution UFT
reponame_str Revista Brasileira de Educação do Campo
collection Revista Brasileira de Educação do Campo
repository.name.fl_str_mv Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)
repository.mail.fl_str_mv gustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br
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