The context of teacher education for specialized educational care

Detalhes bibliográficos
Autor(a) principal: Teixeira, Amanda Machado
Data de Publicação: 2020
Outros Autores: Copetti, Jaqueline
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/2473
Resumo: This study aimed to analyze the training process for acting in Specialized Educational Care (SEC) through a systematic review of the literature, in order to identify the problems that still permeate this field of action, and to reflect on the inclusive practices and policies that govern and direct SEC in the Multifunction Resource Rooms. The research results showed that the teacher education for the SEC, is not enough to fulfill all the demands attributed to the function. In addition, it was found that the training for the SEC is much more in service than in previous training, which does not prepare the professional to act in face of the reality found in schools. In view of this, it was concluded that training for SEC, initial or continuous, must accompany the advances in terms of inclusive policies, as well as in relation to the practices required of the professional who works in schools.
id UNIFEI_c588e791ac42c4156e23707711b709b6
oai_identifier_str oai:ojs.pkp.sfu.ca:article/2473
network_acronym_str UNIFEI
network_name_str Research, Society and Development
repository_id_str
spelling The context of teacher education for specialized educational careEl contexto de la formación docente para la atención educativa especializadaO contexto da formação docente para o atendimento educacional especializadoEducação EspecialAtendimento Educacional EspecializadoFormação de Professores.Educación EspecialAtención Educativa EspecializadaFormación de Profesores.Special EducationSpecialized Educational CareTeacher Training.This study aimed to analyze the training process for acting in Specialized Educational Care (SEC) through a systematic review of the literature, in order to identify the problems that still permeate this field of action, and to reflect on the inclusive practices and policies that govern and direct SEC in the Multifunction Resource Rooms. The research results showed that the teacher education for the SEC, is not enough to fulfill all the demands attributed to the function. In addition, it was found that the training for the SEC is much more in service than in previous training, which does not prepare the professional to act in face of the reality found in schools. In view of this, it was concluded that training for SEC, initial or continuous, must accompany the advances in terms of inclusive policies, as well as in relation to the practices required of the professional who works in schools.Este estudio tuvo como objetivo analizar el proceso de capacitación para actuar en Atención Educativa Especializada (AEE), a fin de identificar los problemas que aún impregnan este campo de acción, y reflexionar sobre las prácticas y políticas inclusivas que rigen y dirigen AEE en las salas de recursos multifuncionales. Los resultados de la investigación mostraron que la formación docente para la AEE no es suficiente para cumplir con todas las demandas atribuidas a la función. Además, se verificó que la formación para la AEE se da mucho más en servicio que en formaciones previas, que no preparan al profesional para actuación frente a la realidad encontrada en las escuelas. Por lo tanto, se concluye que la formación para la AEE, inicial o continuada, debe acompañar los avances en términos de políticas inclusivas, así como en relación a las prácticas exigidas al profesional que actúa en las escuelas.Este estudo teve como objetivo analisar o processo formativo para atuação no Atendimento Educacional Especializado (AEE) por meio de uma revisão sistemática da literatura, a fim de identificar as mazelas que ainda perpassam este campo de atuação, e refletir sobre as práticas e políticas inclusivas que regem e direcionam o AEE nas Salas de Recursos Multifuncionais. Os resultados de pesquisa demonstraram que a formação docente para o AEE, não é suficiente para cumprir com todas as demandas atribuídas à função. Além disso, verificou-se que a formação para o AEE se dá muito mais em serviço do que em formações prévias, que não preparam o profissional para atuação frente à realidade encontrada nas escolas. Diante disso, concluiu-se que a formação para o AEE, inicial ou continuada, deve acompanhar os avanços em termos de políticas inclusivas, como também em relação às práticas exigidas ao profissional que atua nas escolas.Research, Society and Development2020-02-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2473Research, Society and Development; Vol. 9 No. 3; e85932473Research, Society and Development; Vol. 9 Núm. 3; e85932473Research, Society and Development; v. 9 n. 3; e859324732525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/2473/1953Copyright (c) 2019 Amanda Machado Teixeira, Jaqueline Copettiinfo:eu-repo/semantics/openAccessTeixeira, Amanda MachadoCopetti, Jaqueline2020-08-20T18:07:57Zoai:ojs.pkp.sfu.ca:article/2473Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:27:04.403940Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv The context of teacher education for specialized educational care
El contexto de la formación docente para la atención educativa especializada
O contexto da formação docente para o atendimento educacional especializado
title The context of teacher education for specialized educational care
spellingShingle The context of teacher education for specialized educational care
Teixeira, Amanda Machado
Educação Especial
Atendimento Educacional Especializado
Formação de Professores.
Educación Especial
Atención Educativa Especializada
Formación de Profesores.
Special Education
Specialized Educational Care
Teacher Training.
title_short The context of teacher education for specialized educational care
title_full The context of teacher education for specialized educational care
title_fullStr The context of teacher education for specialized educational care
title_full_unstemmed The context of teacher education for specialized educational care
title_sort The context of teacher education for specialized educational care
author Teixeira, Amanda Machado
author_facet Teixeira, Amanda Machado
Copetti, Jaqueline
author_role author
author2 Copetti, Jaqueline
author2_role author
dc.contributor.author.fl_str_mv Teixeira, Amanda Machado
Copetti, Jaqueline
dc.subject.por.fl_str_mv Educação Especial
Atendimento Educacional Especializado
Formação de Professores.
Educación Especial
Atención Educativa Especializada
Formación de Profesores.
Special Education
Specialized Educational Care
Teacher Training.
topic Educação Especial
Atendimento Educacional Especializado
Formação de Professores.
Educación Especial
Atención Educativa Especializada
Formación de Profesores.
Special Education
Specialized Educational Care
Teacher Training.
description This study aimed to analyze the training process for acting in Specialized Educational Care (SEC) through a systematic review of the literature, in order to identify the problems that still permeate this field of action, and to reflect on the inclusive practices and policies that govern and direct SEC in the Multifunction Resource Rooms. The research results showed that the teacher education for the SEC, is not enough to fulfill all the demands attributed to the function. In addition, it was found that the training for the SEC is much more in service than in previous training, which does not prepare the professional to act in face of the reality found in schools. In view of this, it was concluded that training for SEC, initial or continuous, must accompany the advances in terms of inclusive policies, as well as in relation to the practices required of the professional who works in schools.
publishDate 2020
dc.date.none.fl_str_mv 2020-02-19
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/2473
url https://rsdjournal.org/index.php/rsd/article/view/2473
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/2473/1953
dc.rights.driver.fl_str_mv Copyright (c) 2019 Amanda Machado Teixeira, Jaqueline Copetti
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Amanda Machado Teixeira, Jaqueline Copetti
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. 9 No. 3; e85932473
Research, Society and Development; Vol. 9 Núm. 3; e85932473
Research, Society and Development; v. 9 n. 3; e85932473
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
_version_ 1797052646145654784

Registros relacionados