The context of teacher education for specialized educational care
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | |
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. |
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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 |
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1797052646145654784 |