Inclusion in Higher Education: Perceptions of professors from a public university of the north region of Brazil
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Data de Publicação: | 2021 |
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/16843 |
Resumo: | This study analyzed the perceptions of the professors from a faculty of the Federal University of Pará about their teacher training and pedagogical practice in the perspective of Inclusive Education. 18 professors were interviewed, being one professor from Spanish Language, three from French Language, two from German Language and 11 from English Language. An exploratory and descriptive research with qualitative and quantitative data was adopted. As research instruments, a sociodemographic questionnaire and a questionnaire with pre-defined questions were applied through Google Forms. The statements were grouped into the following dimensions of analysis: a) Perception about teacher training; b) Perception about the importance of inclusion disciplines in the undergraduate curricula; c) Perception about experiences with students with disabilities; and d) Perception about the role of UFPA in supporting teachers. The results revealed that the majority of the professors did not have initial or continuing education or training to deal with students with disabilities in the classroom, but these participants stated that they were motivated and willing to improve their knowledge on the subject. The courses offered by the university are not enough to guarantee continuing education, as problems of communication or lack of motivation on the part of some professors were found. It was concluded that the professors who work at Faculty of Modern Foreign Letters are aware of their difficulties in relation to their pedagogical practice, of the importance of inclusion and the need for inclusive affirmative policies. |
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Inclusion in Higher Education: Perceptions of professors from a public university of the north region of BrazilInclusión em la Educación Superior: Percepciones de profesores de uma iniversidad pública de la región norte de BrasilInclusão no Ensino Superior: Percepções de docentes de uma universidade pública da região norte do BrasilHigher EducationTeacher TrainingInclusive Education.Educación SuperiorEducación del profesoradoEducación inclusiva.Ensino SuperiorFormação DocenteEducação Inclusiva.This study analyzed the perceptions of the professors from a faculty of the Federal University of Pará about their teacher training and pedagogical practice in the perspective of Inclusive Education. 18 professors were interviewed, being one professor from Spanish Language, three from French Language, two from German Language and 11 from English Language. An exploratory and descriptive research with qualitative and quantitative data was adopted. As research instruments, a sociodemographic questionnaire and a questionnaire with pre-defined questions were applied through Google Forms. The statements were grouped into the following dimensions of analysis: a) Perception about teacher training; b) Perception about the importance of inclusion disciplines in the undergraduate curricula; c) Perception about experiences with students with disabilities; and d) Perception about the role of UFPA in supporting teachers. The results revealed that the majority of the professors did not have initial or continuing education or training to deal with students with disabilities in the classroom, but these participants stated that they were motivated and willing to improve their knowledge on the subject. The courses offered by the university are not enough to guarantee continuing education, as problems of communication or lack of motivation on the part of some professors were found. It was concluded that the professors who work at Faculty of Modern Foreign Letters are aware of their difficulties in relation to their pedagogical practice, of the importance of inclusion and the need for inclusive affirmative policies.Este artículo analizó la percepción de los docentes de una facultad de la Universidad Federal de Pará (UFPA) sobre la formación docente y la práctica pedagógica desde la perspectiva de la Educación Integrada. Se entrevistaron 18 profesores, uno de ellos de español, tres de habla francesa, dos de habla alemana y 11 de habla inglesa. Se adoptó una investigación exploratoria y descriptiva con datos cualitativos y cuantitativos. Como instrumento de investigación se utilizó un cuestionario sociodemográfico y un cuestionario con preguntas predefinidas aplicadas a través de Google Forms. Los testimonios se agruparon en las siguientes dimensiones de análisis: a) Percepción sobre la formación docente; b) Percepción sobre la importancia de la inclusión de disciplinas en los planes de estudio de los cursos de pregrado; c) Percepción de experiencias con estudiantes con discapacidad; yd) Percepción sobre el rol de la UFPA en el apoyo a los docentes. Los resultados revelaron que la mayoría de los docentes no tenían formación o formación inicial o continua para atender a los estudiantes con discapacidad en el aula, pero la mayoría manifestó estar motivados y dispuestos a mejorar sus conocimientos en la materia. Es necesario incluir asignaturas de Educación Integrada en la formación inicial de los futuros profesores. Los cursos que la institución ofrece a los docentes aún no son suficientes para garantizar la formación continua, ya que existían problemas de comunicación o falta de motivación por parte de algunos docentes. Se concluyó que los participantes son conscientes de sus dificultades en relación a su práctica pedagógica, la importancia de la inclusión y la necesidad de políticas afirmativas inclusivas.O presente estudo analisou a percepção dos docentes de uma faculdade da Universidade Federal do Pará acerca da formação docente e prática pedagógica na perspectiva da Educação Inclusiva. 18 docentes foram entrevistados, sendo um professor de Língua Espanhola, três professores de Língua Francesa, dois de Língua Alemã e 11 de Língua Inglesa. Adotou-se uma pesquisa de caráter exploratório e descritivo com dados qualitativos e quantitativos. Como instrumento de pesquisa foram utilizados um questionário sociodemográfico e um questionário com perguntas pré-definidas aplicados por meio do Google Formulários. Os depoimentos foram agrupados nas seguintes dimensões de análise: a) Percepção sobre a formação docente; b) Percepção sobre a importância das disciplinas de inclusão nos currículos das licenciaturas; c) Percepção acerca das experiências com alunos com deficiência; e d) Percepção sobre o papel da UFPA no apoio ao docente. Os resultados revelaram que a maioria dos docentes não possuía formação inicial ou continuada ou capacitação para lidar com alunos com deficiência em sala de aula, porém a maioria declarou estar motivados e dispostos em aperfeiçoar seus conhecimentos sobre o assunto. Há necessidade de incluir disciplinas sobre Educação Inclusiva na formação inicial dos futuros professores. Os cursos oferecidos aos docentes pela instituição ainda não são o suficiente para garantir a formação continuada, pois encontrou-se problemas de comunicação ou de falta de motivação por parte de alguns professores. Concluiu-se que os participantes estão cientes das suas dificuldades em relação a sua prática pedagógica, da importância da inclusão e da necessidade de políticas afirmativas inclusivas.Research, Society and Development2021-07-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1684310.33448/rsd-v10i8.16843Research, Society and Development; Vol. 10 No. 8; e9510816843Research, Society and Development; Vol. 10 Núm. 8; e9510816843Research, Society and Development; v. 10 n. 8; e95108168432525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/16843/15250Copyright (c) 2021 Leticia Oliveira Teixeira; Beatriz de Araujo Guimarães; Rosamaria Reo Pereira; Rosana Assef Faciolahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessTeixeira, Leticia Oliveira Guimarães, Beatriz de Araujo Pereira, Rosamaria Reo Faciola, Rosana Assef2021-08-21T18:46:59Zoai:ojs.pkp.sfu.ca:article/16843Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:37:17.383024Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Inclusion in Higher Education: Perceptions of professors from a public university of the north region of Brazil Inclusión em la Educación Superior: Percepciones de profesores de uma iniversidad pública de la región norte de Brasil Inclusão no Ensino Superior: Percepções de docentes de uma universidade pública da região norte do Brasil |
title |
Inclusion in Higher Education: Perceptions of professors from a public university of the north region of Brazil |
spellingShingle |
Inclusion in Higher Education: Perceptions of professors from a public university of the north region of Brazil Teixeira, Leticia Oliveira Higher Education Teacher Training Inclusive Education. Educación Superior Educación del profesorado Educación inclusiva. Ensino Superior Formação Docente Educação Inclusiva. |
title_short |
Inclusion in Higher Education: Perceptions of professors from a public university of the north region of Brazil |
title_full |
Inclusion in Higher Education: Perceptions of professors from a public university of the north region of Brazil |
title_fullStr |
Inclusion in Higher Education: Perceptions of professors from a public university of the north region of Brazil |
title_full_unstemmed |
Inclusion in Higher Education: Perceptions of professors from a public university of the north region of Brazil |
title_sort |
Inclusion in Higher Education: Perceptions of professors from a public university of the north region of Brazil |
author |
Teixeira, Leticia Oliveira |
author_facet |
Teixeira, Leticia Oliveira Guimarães, Beatriz de Araujo Pereira, Rosamaria Reo Faciola, Rosana Assef |
author_role |
author |
author2 |
Guimarães, Beatriz de Araujo Pereira, Rosamaria Reo Faciola, Rosana Assef |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Teixeira, Leticia Oliveira Guimarães, Beatriz de Araujo Pereira, Rosamaria Reo Faciola, Rosana Assef |
dc.subject.por.fl_str_mv |
Higher Education Teacher Training Inclusive Education. Educación Superior Educación del profesorado Educación inclusiva. Ensino Superior Formação Docente Educação Inclusiva. |
topic |
Higher Education Teacher Training Inclusive Education. Educación Superior Educación del profesorado Educación inclusiva. Ensino Superior Formação Docente Educação Inclusiva. |
description |
This study analyzed the perceptions of the professors from a faculty of the Federal University of Pará about their teacher training and pedagogical practice in the perspective of Inclusive Education. 18 professors were interviewed, being one professor from Spanish Language, three from French Language, two from German Language and 11 from English Language. An exploratory and descriptive research with qualitative and quantitative data was adopted. As research instruments, a sociodemographic questionnaire and a questionnaire with pre-defined questions were applied through Google Forms. The statements were grouped into the following dimensions of analysis: a) Perception about teacher training; b) Perception about the importance of inclusion disciplines in the undergraduate curricula; c) Perception about experiences with students with disabilities; and d) Perception about the role of UFPA in supporting teachers. The results revealed that the majority of the professors did not have initial or continuing education or training to deal with students with disabilities in the classroom, but these participants stated that they were motivated and willing to improve their knowledge on the subject. The courses offered by the university are not enough to guarantee continuing education, as problems of communication or lack of motivation on the part of some professors were found. It was concluded that the professors who work at Faculty of Modern Foreign Letters are aware of their difficulties in relation to their pedagogical practice, of the importance of inclusion and the need for inclusive affirmative policies. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-07-05 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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publishedVersion |
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https://rsdjournal.org/index.php/rsd/article/view/16843 10.33448/rsd-v10i8.16843 |
url |
https://rsdjournal.org/index.php/rsd/article/view/16843 |
identifier_str_mv |
10.33448/rsd-v10i8.16843 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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https://rsdjournal.org/index.php/rsd/article/view/16843/15250 |
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https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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https://creativecommons.org/licenses/by/4.0 |
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openAccess |
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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. 10 No. 8; e9510816843 Research, Society and Development; Vol. 10 Núm. 8; e9510816843 Research, Society and Development; v. 10 n. 8; e9510816843 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
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Universidade Federal de Itajubá (UNIFEI) |
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UNIFEI |
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UNIFEI |
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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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1797052680998223872 |