The importance of continuing education of teachers who accompany students with disabilities in the regular school

Detalhes bibliográficos
Autor(a) principal: Escobar, Neiva Terezinha Chervenski
Data de Publicação: 2019
Outros Autores: Carlesso, Janaína Pereira Pretto
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/801
Resumo: The aim of this article is to present the results of a study in which there is a continuous study of the teachers that accompany students with disabilities in the regular school of education and their contribution to their practical action in the classroom. The study sample consisted of 14 elementary school teachers from the municipal public network of the city of Alegrete / RS. Data collection was carried out in 2017. In the data collection, questionnaires, reflexive conversational wheels and mini-courses were carried out with specialized professionals, who approached the historical and legal aspects and the importance of adapting the curriculum to the achievement of school inclusion. The analysis of the study points out that there is fragility in training for the efficient exercise of teaching practice with school inclusion, emphasizing the contributions of continuing education with an approach focused on curriculum adaptations, knowledge of the history and legal issues of the inclusive process of students with disabilities in the regular school of education.
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spelling The importance of continuing education of teachers who accompany students with disabilities in the regular schoolLa importancia de la formación continuada de docentes que acompañan a alumnos con discapacidad en la escuela regularA importância da formação continuada de docentes que acompanham alunos com deficiência na escola regularInclusão escolarFormação de professoresCurrículo.Inclusión escolarFormación de profesoresPlan de estudios.School InclusionTeacher trainingCurriculum.The aim of this article is to present the results of a study in which there is a continuous study of the teachers that accompany students with disabilities in the regular school of education and their contribution to their practical action in the classroom. The study sample consisted of 14 elementary school teachers from the municipal public network of the city of Alegrete / RS. Data collection was carried out in 2017. In the data collection, questionnaires, reflexive conversational wheels and mini-courses were carried out with specialized professionals, who approached the historical and legal aspects and the importance of adapting the curriculum to the achievement of school inclusion. The analysis of the study points out that there is fragility in training for the efficient exercise of teaching practice with school inclusion, emphasizing the contributions of continuing education with an approach focused on curriculum adaptations, knowledge of the history and legal issues of the inclusive process of students with disabilities in the regular school of education.El objetivo de este artículo es presentar los resultados de un estudio en el que se verifica formación continuada de los profesores que acompañan a alumnos con discapacidad en la escuela regular de enseñanza y su contribución para su actuación práctica en el aula. La muestra del estudio fue compuesta por 14 profesores de la enseñanza fundamental, de la red pública municipal de la ciudad de Alegrete / RS. La recolección de datos fue realizada en el año 2017. En la recolección de datos se realizó la aplicación de cuestionarios, ruedas de conversaciones reflexivas y minicursos con profesionales especializados, que abordaron los aspectos históricos y legales y la importancia de adaptar el currículo para la concreción de la inclusión escolar. El análisis del estudio apunta que hay fragilidad en la formación para el ejercicio eficiente de la práctica docente con la inclusión escolar, abalizando las contribuciones de la formación continuada con enfoque enfocado en adecuaciones del currículo, conocimiento de la historia y de las cuestiones legales del proceso inclusivo de alumnos con discapacidad en la escuela regular de enseñanza.O objetivo deste artigo é apresentar os resultados de um estudo no qual se verifica formação continuada dos professores que acompanham alunos com deficiência na escola regular de ensino e sua contribuição para sua atuação prática em sala de aula. A amostra do estudo foi composta por 14 professores do ensino fundamental, da rede pública municipal da cidade de Alegrete/RS. A coleta de dados foi realizada no ano de 2017. Na coleta de dados, foi realizada a aplicação de questionários, rodas de conversas reflexivas e minicursos com profissionais especializados, que abordaram os aspectos históricos e legais e a importância de adaptar o currículo para a concretização da inclusão escolar. A análise do estudo aponta que há fragilidade na formação para o exercício eficiente da prática docente com a inclusão escolar, abalizando as contribuições da formação continuada com abordagem focada em adequações do currículo, conhecimento da história e das questões legais do processo inclusivo de alunos com deficiência na escola regular de ensino.Research, Society and Development2019-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/80110.33448/rsd-v8i3.801Research, Society and Development; Vol. 8 No. 3; e3983801Research, Society and Development; Vol. 8 Núm. 3; e3983801Research, Society and Development; v. 8 n. 3; e39838012525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/801/686Copyright (c) 2019 Neiva Terezinha Chervenski Escobar, Janaína Pereira Pretto Carlessoinfo:eu-repo/semantics/openAccessEscobar, Neiva Terezinha ChervenskiCarlesso, Janaína Pereira Pretto2020-03-25T16:07:06Zoai:ojs.pkp.sfu.ca:article/801Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:26:06.103433Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv The importance of continuing education of teachers who accompany students with disabilities in the regular school
La importancia de la formación continuada de docentes que acompañan a alumnos con discapacidad en la escuela regular
A importância da formação continuada de docentes que acompanham alunos com deficiência na escola regular
title The importance of continuing education of teachers who accompany students with disabilities in the regular school
spellingShingle The importance of continuing education of teachers who accompany students with disabilities in the regular school
Escobar, Neiva Terezinha Chervenski
Inclusão escolar
Formação de professores
Currículo.
Inclusión escolar
Formación de profesores
Plan de estudios.
School Inclusion
Teacher training
Curriculum.
title_short The importance of continuing education of teachers who accompany students with disabilities in the regular school
title_full The importance of continuing education of teachers who accompany students with disabilities in the regular school
title_fullStr The importance of continuing education of teachers who accompany students with disabilities in the regular school
title_full_unstemmed The importance of continuing education of teachers who accompany students with disabilities in the regular school
title_sort The importance of continuing education of teachers who accompany students with disabilities in the regular school
author Escobar, Neiva Terezinha Chervenski
author_facet Escobar, Neiva Terezinha Chervenski
Carlesso, Janaína Pereira Pretto
author_role author
author2 Carlesso, Janaína Pereira Pretto
author2_role author
dc.contributor.author.fl_str_mv Escobar, Neiva Terezinha Chervenski
Carlesso, Janaína Pereira Pretto
dc.subject.por.fl_str_mv Inclusão escolar
Formação de professores
Currículo.
Inclusión escolar
Formación de profesores
Plan de estudios.
School Inclusion
Teacher training
Curriculum.
topic Inclusão escolar
Formação de professores
Currículo.
Inclusión escolar
Formación de profesores
Plan de estudios.
School Inclusion
Teacher training
Curriculum.
description The aim of this article is to present the results of a study in which there is a continuous study of the teachers that accompany students with disabilities in the regular school of education and their contribution to their practical action in the classroom. The study sample consisted of 14 elementary school teachers from the municipal public network of the city of Alegrete / RS. Data collection was carried out in 2017. In the data collection, questionnaires, reflexive conversational wheels and mini-courses were carried out with specialized professionals, who approached the historical and legal aspects and the importance of adapting the curriculum to the achievement of school inclusion. The analysis of the study points out that there is fragility in training for the efficient exercise of teaching practice with school inclusion, emphasizing the contributions of continuing education with an approach focused on curriculum adaptations, knowledge of the history and legal issues of the inclusive process of students with disabilities in the regular school of education.
publishDate 2019
dc.date.none.fl_str_mv 2019-01-01
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://rsdjournal.org/index.php/rsd/article/view/801
10.33448/rsd-v8i3.801
url https://rsdjournal.org/index.php/rsd/article/view/801
identifier_str_mv 10.33448/rsd-v8i3.801
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/801/686
dc.rights.driver.fl_str_mv Copyright (c) 2019 Neiva Terezinha Chervenski Escobar, Janaína Pereira Pretto Carlesso
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Neiva Terezinha Chervenski Escobar, Janaína Pereira Pretto Carlesso
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 8 No. 3; e3983801
Research, Society and Development; Vol. 8 Núm. 3; e3983801
Research, Society and Development; v. 8 n. 3; e3983801
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
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