Política de Formação Continuada de Professores: Contribuições do Curso Atendimento Educacional Especializado para Estudantes com Altas Habilidades/Superdotação da Universidade Federal de Uberlândia

• Autor(a) principal: Pereira, Marta Emidio
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/26937; http://dx.doi.org/10.14393/ufu.di.2019.2141
• topic: Políticas de Formação Continuada.; Further education policies; Educação Inclusiva; Inclusive education; Altas Habilidades; High Abilities; Superdotação; Giftedness; Educação; CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL

The aim of this research is to analyze the contribution that the “Further training course for teachers for Special Education Services in High Abilities/Giftedness” (SES in HA/G) at the Federal University of Uberlândia (UFU), in the Distance Education Modality (DEM), has provided to the attending teachers concerning the construction of meanings and knowledge about inclusive education. For that purpose, I draw a comparison between the educational policies from the inclusive perspective and the neoliberal context, simultaneously analyzing the contrasts that are interwoven, considering that education, which is also considered an investment target, is linked to the national and international economic and political context. I have used qualitative research tools, aiming to interpret the reality of the participation of the teachers who attended the SES in HA/G course. In order to immerse and understand the data and impressions of the participants, I used the questionnaire for data collection, based on the online form made on Google Docs, for the teachers that finished the training as well as bibliographic and documentary study that supported the researched subject and the legal devices of an education in the inclusive perspective. The results of the research can contribute to the school community. On the one hand, they reveal and cause concern in the face of the educational policies that discuss the further education of teachers in the Distance Education Modality. On the other, they provide support for the practice of inclusive education, which aims to attend, in the school context, the students with different styles and paces of learning. Therefore, based on the analysis of the answers of the attending teachers I produced a graphics, charts and tables with categories that highlight the teaching circumstance after the completion of the course taken aimed at working with students with High Abilities/Giftedness in the municipal and state schools of the Triângulo Mineiro region. From the data, I also delimited the opinions about the possible ways through which further education might be organized in the future, bearing in mind that the Distance Education Modality stood out as a viable option as a non-formal space of teaching and learning. In this sense, I highlight some aspects that were verified in the research, such as: the importance of further education; the fact that the teachers own, among the diverse aspects that concern this subject, the conceptions both about inclusion and people with High Abilities/Giftedness.