Uma escuta para pensar a formação de professores em contextos inclusivos
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Diversitas Journal |
Texto Completo: | https://diversitasjournal.com.br/diversitas_journal/article/view/1672 |
Resumo: | ABSTRACT: This article provides a discussion that emerges in the course of university teaching in the face of the challenges and expectations that teaching practice imposes on future teachers. Along this path, one of the aspects that draws the attention of teachers / researchers in the area of school inclusion is the difficulty commonly faced in the effectiveness of inclusion and schooling of students with disabilities, and also, how students build, during their initial teacher training, a theoretical and practical knowledge favorable to working with these students in basic schools. Thus, this research originating from a PIBIC project already concluded, from the State University of Alagoas (UNEAL), aims to: problematize the initial teachers’s practice i n inclusive contexts, considering the school inclusion of students with disabilities in basic education schools. In the methodology, we used a qualitative research and the data collection was carried out through two conversation circles with 21 students at UNEAL from undergraduate courses. The field notebook and the writing of a letter were used to record conversations and experiences with graduates. The results point to the importance of moments in which all undergraduate courses could, together, address the existing gaps in the courses, because according to students the lack of pedagogical disciplines with an inclusive bias in undergraduate courses directly influences the professional they will become. The results also show how relevant the exchange of experiences / information that these moments provide is relevant and add to the development of future teachers. Thus, we conclude that the training of teachers focused on aspects related to inclusion effectively responds to the chal lenges of an education that aims to welcome and educate each student who attends schools, which presupposes, therefore, a careful look for the initial teacher training, calling higher education institutions in order to review the training offered in their courses.KEYWORDS: Student, Disability, Inclusion. |
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Uma escuta para pensar a formação de professores em contextos inclusivosABSTRACT: This article provides a discussion that emerges in the course of university teaching in the face of the challenges and expectations that teaching practice imposes on future teachers. Along this path, one of the aspects that draws the attention of teachers / researchers in the area of school inclusion is the difficulty commonly faced in the effectiveness of inclusion and schooling of students with disabilities, and also, how students build, during their initial teacher training, a theoretical and practical knowledge favorable to working with these students in basic schools. Thus, this research originating from a PIBIC project already concluded, from the State University of Alagoas (UNEAL), aims to: problematize the initial teachers’s practice i n inclusive contexts, considering the school inclusion of students with disabilities in basic education schools. In the methodology, we used a qualitative research and the data collection was carried out through two conversation circles with 21 students at UNEAL from undergraduate courses. The field notebook and the writing of a letter were used to record conversations and experiences with graduates. The results point to the importance of moments in which all undergraduate courses could, together, address the existing gaps in the courses, because according to students the lack of pedagogical disciplines with an inclusive bias in undergraduate courses directly influences the professional they will become. The results also show how relevant the exchange of experiences / information that these moments provide is relevant and add to the development of future teachers. Thus, we conclude that the training of teachers focused on aspects related to inclusion effectively responds to the chal lenges of an education that aims to welcome and educate each student who attends schools, which presupposes, therefore, a careful look for the initial teacher training, calling higher education institutions in order to review the training offered in their courses.KEYWORDS: Student, Disability, Inclusion.RESUMO: Este artigo proporciona uma discussão que emerge, no percurso da docência universitária, frente aos desafios e às expectativas que a prática docente impõe aos futuros professores. Nesse percurso, um dos aspectos que chama a atenção dos docentes/pesquisadores da área da inclusão escolar é a dificuldade comumente enfrentada na efetividade da inclusão e da escolarização dos alunos com deficiência e, ainda, como os estudantes constroem, durante sua formação inicial, um conhecimento teórico e prático favorável ao trabalho, com esses alunos, nas escolas regulares de ensino. Assim, essa pesquisa, oriunda de um projeto de PIBIC, já concluído da Universidade Estadual de Alagoas (UNEAL), tem por objetivo: problematizar a formação inicial de professores em contextos inclusivos, considerando a inclusão escolar de alunos, com deficiência, nas escolas de educação básica. Na metodologia, optamos por uma pesquisa de natureza qualitativa e a coleta de dados foi realizada, por meio de duas rodas de conversa, com 21 alunos dos cursos de licenciatura da UNEAL. O diário de campo e a escrita de uma carta foram utilizados para registrar as conversas e as experiências com os licenciandos. Os resultados apontam para a importância de momentos nos quais todas as licenciaturas pudessem juntas tratar das lacunas existentes nos cursos, pois, segundo os estudantes, a falta de disciplinas pedagógicas, com um viés inclusivo, nos cursos de licenciatura, implica, diretamente, no profissional que eles se tornarão. Os resultados dizem, ainda, o quanto a troca de experiências/informações que esses momentos propiciam é relevante e somam na formação dos futuros docentes. Desse modo, concluímos que uma formação voltada, para aspectos relativos à inclusão, responde de forma efetiva aos desafios de uma educação que tem, como meta, o acolhimento e a escolarização de cada aluno que frequenta as escolas, o que pressupõe, consequentemente, um olhar cuidadoso para a formação inicial de professores, convocando as instituições de ensino superior a rever as formações oferecidas nos seus cursos. PALAVRAS-CHAVE: Aluno, Deficiência, Inclusão.Universidade Estadual de Alagoas - Eduneal2021-01-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://diversitasjournal.com.br/diversitas_journal/article/view/167210.17648/diversitas-journal-v6i1-1672Diversitas Journal; v. 6 n. 1 (2021): Práticas e reflexões sobre ensino, pesquisa e extensão; 1648-16642525-521510.17648/diversitas-journal-v6i1reponame:Diversitas Journalinstname:Universidade Estadual de Alagoas (UNEAL)instacron:UNEALporhttps://diversitasjournal.com.br/diversitas_journal/article/view/1672/1334Copyright (c) 2021 Elizete Santos Balbino, Jéssica Alves Inácio dos Santos, Camila de Oliveira Barbosahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessBalbino, Elizete SantosSantos, Jéssica Alves Inácio dosBarbosa, Camila de Oliveira2021-08-12T20:41:31Zoai:ojs.emnuvens.com.br:article/1672Revistahttps://diversitasjournal.com.br/diversitas_journal/indexPUBhttps://www.e-publicacoes.uerj.br/index.php/muralinternacional/oairevistadiversitasjournal@gmail.com2525-52152525-5215opendoar:2023-01-13T09:47:18.938919Diversitas Journal - Universidade Estadual de Alagoas (UNEAL)false |
dc.title.none.fl_str_mv |
Uma escuta para pensar a formação de professores em contextos inclusivos |
title |
Uma escuta para pensar a formação de professores em contextos inclusivos |
spellingShingle |
Uma escuta para pensar a formação de professores em contextos inclusivos Balbino, Elizete Santos |
title_short |
Uma escuta para pensar a formação de professores em contextos inclusivos |
title_full |
Uma escuta para pensar a formação de professores em contextos inclusivos |
title_fullStr |
Uma escuta para pensar a formação de professores em contextos inclusivos |
title_full_unstemmed |
Uma escuta para pensar a formação de professores em contextos inclusivos |
title_sort |
Uma escuta para pensar a formação de professores em contextos inclusivos |
author |
Balbino, Elizete Santos |
author_facet |
Balbino, Elizete Santos Santos, Jéssica Alves Inácio dos Barbosa, Camila de Oliveira |
author_role |
author |
author2 |
Santos, Jéssica Alves Inácio dos Barbosa, Camila de Oliveira |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Balbino, Elizete Santos Santos, Jéssica Alves Inácio dos Barbosa, Camila de Oliveira |
description |
ABSTRACT: This article provides a discussion that emerges in the course of university teaching in the face of the challenges and expectations that teaching practice imposes on future teachers. Along this path, one of the aspects that draws the attention of teachers / researchers in the area of school inclusion is the difficulty commonly faced in the effectiveness of inclusion and schooling of students with disabilities, and also, how students build, during their initial teacher training, a theoretical and practical knowledge favorable to working with these students in basic schools. Thus, this research originating from a PIBIC project already concluded, from the State University of Alagoas (UNEAL), aims to: problematize the initial teachers’s practice i n inclusive contexts, considering the school inclusion of students with disabilities in basic education schools. In the methodology, we used a qualitative research and the data collection was carried out through two conversation circles with 21 students at UNEAL from undergraduate courses. The field notebook and the writing of a letter were used to record conversations and experiences with graduates. The results point to the importance of moments in which all undergraduate courses could, together, address the existing gaps in the courses, because according to students the lack of pedagogical disciplines with an inclusive bias in undergraduate courses directly influences the professional they will become. The results also show how relevant the exchange of experiences / information that these moments provide is relevant and add to the development of future teachers. Thus, we conclude that the training of teachers focused on aspects related to inclusion effectively responds to the chal lenges of an education that aims to welcome and educate each student who attends schools, which presupposes, therefore, a careful look for the initial teacher training, calling higher education institutions in order to review the training offered in their courses.KEYWORDS: Student, Disability, Inclusion. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-01-31 |
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://diversitasjournal.com.br/diversitas_journal/article/view/1672 10.17648/diversitas-journal-v6i1-1672 |
url |
https://diversitasjournal.com.br/diversitas_journal/article/view/1672 |
identifier_str_mv |
10.17648/diversitas-journal-v6i1-1672 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://diversitasjournal.com.br/diversitas_journal/article/view/1672/1334 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Alagoas - Eduneal |
publisher.none.fl_str_mv |
Universidade Estadual de Alagoas - Eduneal |
dc.source.none.fl_str_mv |
Diversitas Journal; v. 6 n. 1 (2021): Práticas e reflexões sobre ensino, pesquisa e extensão; 1648-1664 2525-5215 10.17648/diversitas-journal-v6i1 reponame:Diversitas Journal instname:Universidade Estadual de Alagoas (UNEAL) instacron:UNEAL |
instname_str |
Universidade Estadual de Alagoas (UNEAL) |
instacron_str |
UNEAL |
institution |
UNEAL |
reponame_str |
Diversitas Journal |
collection |
Diversitas Journal |
repository.name.fl_str_mv |
Diversitas Journal - Universidade Estadual de Alagoas (UNEAL) |
repository.mail.fl_str_mv |
revistadiversitasjournal@gmail.com |
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