The relevance of continuing education in the special education perspective for Sciences teachers

• Autor(a) principal: Adams, Fernanda Welter
• Data de Publicação: 2020
• Outros Autores: Faria, Denise Medeiros, Rodrigues, Rogério Pacheco
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/5430
• topic: Educação especial; Formação continuada; Ciências da natureza.; Educación Especial; Educación continua; Ciéncias de la naturaliza.; Special education; Continuing education; Natural sciences.

Special Education is a type of education, preferably offered in the regular school system, with the teacher being one of those responsible for ensuring the student's learning Target Public of Special Education (PAEE), but for that it is necessary to experience both initial and continued within that theme. Thus, the aim is to investigate the need and interest of undergraduate students of natural science courses to pursue continuing education in Special Education after the end of the undergraduate course. This is a qualitative study that used the questionnaire as a data collection tool, applied to 133 undergraduate students. The data were analyzed using Textual Discursive Analysis. It is noticed that the majority of undergraduate students believe that their initial training course does not prepare them to develop curricular adaptation with PAEE students. As well as, they show interest in continuing training on the subject. However, it is highlighted that the continuing education courses in the perspective of Special Education focus on discussing aspects related to the pathology of disability, as well as pedagogical practices. We emphasize that teacher training must go beyond these aspects, promoting the discussion of students' development, preparing the teacher to make use of his potentialities in the teaching and learning process.