Políticas de formação continuada de professores em educação especial: contribuições e desafios para a região sudeste do Brasil

• Autor(a) principal: Teixeira, Marley Aparecida Duarte
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/31199; http://doi.org/10.14393/ufu.di.2020.3927
• topic: Educação Especial; Special Education; Educação à Distância; Distance Education; Formação Continuada; Continuing Education; Políticas Públicas de Formação Continuada; Public Policies for Continuing Education; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Educação

This master's research is part of the research line State, Policy and Management in Education of the Graduate Program in Education, Faculty of Education, Federal University of Uberlândia - UFU. It has as its theme public policies for continuing education of teachers for special education. The research is linked to a macro research project by the Group of Studies and Political Research and Practices in Special Education and Educational Inclusion - Gepepes. It was carried out with the general objective of analyzing the contributions of the Specialization Course in Specialized Educational Assistance for Deaf Students (AEE-Deaf), for the training of public school teachers in the Southeast of Brazil, based on the perceptions of course participants. The course offered by UFU in ten editions from 2009 to 2015, through distance learning modality is part of public policy actions for continuing education of teachers to act in the schooling processes of the special education public. In the methodological aspect it is a study of qualitative approach, of basic nature, as for the procedures it is a research of descriptive approach. For the analysis of the empirical data, we used as a methodological tool the content analysis based on the propositions of Bardin (2016). Studies show that 1990 was the landmark for the discussion of inclusive education, and many rights were guaranteed through documents published from this decade on, such as the National Education Guidelines and Bases Law n. 9394/1996; National Special Education Policy from the perspective of inclusive education / 2008, Decree no. 7611/2011, among other normative documents, and with these legal guarantees, the school context is becoming more and more open to the process of inclusion of public students from Special Education, thus demanding increasingly specialized professionals to work with these students given its specificity. Thus, this investigation contributed to the construction of subsidies for reflections on public policies for continuing education and presents part of the results of an extension project, of national scope, developed and offered by the University, as a means of continuing education for the involved teachers, and interested in expanding their knowledge to work in Special Education. The research results point out the course's contributions towards changing professional posture, in pedagogical and conceptual aspects; contributions towards enhancing the career of some teachers, and we can say that the course provided new reflections and new exchanges of experiences. In this sense, we believe that this research has positive contributions to the school community, while it contributes to the awakening of many teachers to the search for new knowledge and educational practices, contributing to the strengthening of studies that result in better training of education professionals for Special Education.