School staff conceptions for the inclusion needs of students
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Data de Publicação: | 2019 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Ensino em Revista |
Texto Completo: | https://seer.ufu.br/index.php/emrevista/article/view/52068 |
Resumo: | This study, conducted in a public school in Caldas Novas-GO, aims to describe the training, educational practices and participants' view of the future insertion of students with Special Educational Needs (SEN) in the work. A qualitative case study was conducted using a semi-structured interview and questionnaire, applied to the pedagogical coordinators, inclusion support teachers and teachers who work in this high school. The results pointed to the need for: continuing teacher education, focused on inclusive education; improvement in making adequacy of conditions to favor the student with SEN; articulation between teachers and inclusion support teachers for a collaborative work aimed at student learning. In addition, those responsible for inclusion need to be better sensitized about the relevance of learning mediation, which is essential for students with SEN to find a future insertion in the world work, an issue to be rethought and better articulated by professionals responsible for inclusion. |
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School staff conceptions for the inclusion needs of studentsConcepções da equipe escolar sobre as necessidades formativas e laborais dos alunos da inclusãoFormação DocenteEducação InclusivaCapacidade LaboralNecessidades Educacionais EspeciaisTeacher TrainingInclusionLabor CapacitySpecial Educational NeedsThis study, conducted in a public school in Caldas Novas-GO, aims to describe the training, educational practices and participants' view of the future insertion of students with Special Educational Needs (SEN) in the work. A qualitative case study was conducted using a semi-structured interview and questionnaire, applied to the pedagogical coordinators, inclusion support teachers and teachers who work in this high school. The results pointed to the need for: continuing teacher education, focused on inclusive education; improvement in making adequacy of conditions to favor the student with SEN; articulation between teachers and inclusion support teachers for a collaborative work aimed at student learning. In addition, those responsible for inclusion need to be better sensitized about the relevance of learning mediation, which is essential for students with SEN to find a future insertion in the world work, an issue to be rethought and better articulated by professionals responsible for inclusion.Este estudo, realizado em uma escola pública estadual em Caldas Novas-GO, objetiva descrever a formação, práticas educativas e visão da equipe responsável sobre futura inserção de alunos com Necessidades Educacionais Especiais (NEE) no mundo do trabalho. Realizou-se um estudo de caso, de abordagem qualitativa, com uso de entrevista e questionário semiestruturado, aplicados aos coordenadores pedagógicos, professores de apoio (PA) à inclusão e professores regentes (PR) que atuam no Ensino Médio. Os resultados indicam a necessidade de formação docente continuada, voltada à educação inclusiva; melhoria quanto a realização de adequações para favorecer ao aluno com NEE; articulação entre PR e PA para colaboração visando ao desenvolvimento do aluno. Ademais, os responsáveis pela inclusão necessitam ser melhor sensibilizados quanto a relevância da mediação da aprendizagem, essenciais para que o aluno com NEE consiga futura inserção no mundo do trabalho, questão a ser repensada e melhor articulada pelos profissionais responsáveis pela inclusão.Universidade Federal de Uberlândia2019-12-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.ufu.br/index.php/emrevista/article/view/5206810.14393/ER-v26nEa2019-8Ensino em Re-Vista; 2019: v. 26, n. Especial (dez. 2019); 1124-1147Ensino em Re-Vista; 2019: v. 26, n. Especial (dez. 2019); 1124-1147Ensino em Re-Vista; 2019: v. 26, n. Especial (dez. 2019); 1124-11471983-17300104-3757reponame:Ensino em Revistainstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporhttps://seer.ufu.br/index.php/emrevista/article/view/52068/27659Felicio, Cinthia Maria Gonçalves, Jullyana Pimenta Borges info:eu-repo/semantics/openAccess2019-12-18T17:43:49Zoai:ojs.www.seer.ufu.br:article/52068Revistahttps://seer.ufu.br/index.php/emrevistaPUBhttps://seer.ufu.br/index.php/emrevista/oai||ensinoemrevista@gmail.com1983-17300104-3757opendoar:2019-12-18T17:43:49Ensino em Revista - Universidade Federal de Uberlândia (UFU)false |
dc.title.none.fl_str_mv |
School staff conceptions for the inclusion needs of students Concepções da equipe escolar sobre as necessidades formativas e laborais dos alunos da inclusão |
title |
School staff conceptions for the inclusion needs of students |
spellingShingle |
School staff conceptions for the inclusion needs of students Felicio, Cinthia Maria Formação Docente Educação Inclusiva Capacidade Laboral Necessidades Educacionais Especiais Teacher Training Inclusion Labor Capacity Special Educational Needs |
title_short |
School staff conceptions for the inclusion needs of students |
title_full |
School staff conceptions for the inclusion needs of students |
title_fullStr |
School staff conceptions for the inclusion needs of students |
title_full_unstemmed |
School staff conceptions for the inclusion needs of students |
title_sort |
School staff conceptions for the inclusion needs of students |
author |
Felicio, Cinthia Maria |
author_facet |
Felicio, Cinthia Maria Gonçalves, Jullyana Pimenta Borges |
author_role |
author |
author2 |
Gonçalves, Jullyana Pimenta Borges |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Felicio, Cinthia Maria Gonçalves, Jullyana Pimenta Borges |
dc.subject.por.fl_str_mv |
Formação Docente Educação Inclusiva Capacidade Laboral Necessidades Educacionais Especiais Teacher Training Inclusion Labor Capacity Special Educational Needs |
topic |
Formação Docente Educação Inclusiva Capacidade Laboral Necessidades Educacionais Especiais Teacher Training Inclusion Labor Capacity Special Educational Needs |
description |
This study, conducted in a public school in Caldas Novas-GO, aims to describe the training, educational practices and participants' view of the future insertion of students with Special Educational Needs (SEN) in the work. A qualitative case study was conducted using a semi-structured interview and questionnaire, applied to the pedagogical coordinators, inclusion support teachers and teachers who work in this high school. The results pointed to the need for: continuing teacher education, focused on inclusive education; improvement in making adequacy of conditions to favor the student with SEN; articulation between teachers and inclusion support teachers for a collaborative work aimed at student learning. In addition, those responsible for inclusion need to be better sensitized about the relevance of learning mediation, which is essential for students with SEN to find a future insertion in the world work, an issue to be rethought and better articulated by professionals responsible for inclusion. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-12-18 |
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 |
https://seer.ufu.br/index.php/emrevista/article/view/52068 10.14393/ER-v26nEa2019-8 |
url |
https://seer.ufu.br/index.php/emrevista/article/view/52068 |
identifier_str_mv |
10.14393/ER-v26nEa2019-8 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://seer.ufu.br/index.php/emrevista/article/view/52068/27659 |
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 Uberlândia |
publisher.none.fl_str_mv |
Universidade Federal de Uberlândia |
dc.source.none.fl_str_mv |
Ensino em Re-Vista; 2019: v. 26, n. Especial (dez. 2019); 1124-1147 Ensino em Re-Vista; 2019: v. 26, n. Especial (dez. 2019); 1124-1147 Ensino em Re-Vista; 2019: v. 26, n. Especial (dez. 2019); 1124-1147 1983-1730 0104-3757 reponame:Ensino em Revista instname:Universidade Federal de Uberlândia (UFU) instacron:UFU |
instname_str |
Universidade Federal de Uberlândia (UFU) |
instacron_str |
UFU |
institution |
UFU |
reponame_str |
Ensino em Revista |
collection |
Ensino em Revista |
repository.name.fl_str_mv |
Ensino em Revista - Universidade Federal de Uberlândia (UFU) |
repository.mail.fl_str_mv |
||ensinoemrevista@gmail.com |
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