Formação inicial do professor de Educação Física para o trabalho com alunos com necessidades educacionais especiais

Detalhes bibliográficos
Autor(a) principal: Zini, Rodrigo
Data de Publicação: 2018
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações do UNIOESTE
Texto Completo: http://tede.unioeste.br/handle/tede/3894
Resumo: From the movement of Special Education in the perspective of Inclusive Education, more and more students with special educational needs are inserted in regular schools. In order for the attendance to this student to be of quality, it is the responsibility of the school to promote adaptations to meet the of all students, whether or not disabled. In addition, it is understood that the courses that seek to train teachers need to offer in their curricular grades theoretical and practical about special education. In that direction, the aim of this study was to verify how the initial formation of the Physical Education teacher occurs to work with students with special educational needs, inserted in common schools. A descriptive study was carried out based on a field study that involved 3 courses of degree in Physical Education of Institutions of Higher Education public and private West of Paraná. Data were collected through a documentary survey in curriculum matrices and teaching plans of the respective courses, of interviews, with 3 coordinators and 3 teachers who worked with the discipline that deals with the area of Special Education, and the application of questionnaires to 92 academics of the last period of the course. After analyzing the data, it was verified that all the courses of the sample have in their curriculum with disciplines that deal with the contents of the Special Education, to know, a discipline related to the Brazilian Language of Signs (Pounds) and another is intended to work the fundamentals of Physical Education for students with special educational needs. However, as reported by the students and teachers, these contents are insufficient, in view of the challenges presented from the inclusion of these students in regular education. It was observed that 2 courses offer research projects related to Special Education. With regard to extension activities, it was noticed that the 3 courses offer experiences with regard to students with special educational needs, but only one holds extension projects continuously. Regarding the internship supervised, it was verified that one of the courses offers the possibility of the academic perform the internship in special education schools. It was not found, during internships in regular schools, work involving the inclusion of students with special educational needs. In this sense, despite the courses, during the initial training, offer contents and experiences related to the theme of Special Education, show many difficulties in what it refers to form their academic for the work to be carried out with the target audience of Special Education, both in terms of theoretical contents and the practices that involve these students.
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spelling Rossetto, Elisabethhttp://lattes.cnpq.br/9680222435474093Rossetto, Elisabethhttp://lattes.cnpq.br/9680222435474093Cruz, Gilmar de Carvalhohttp://lattes.cnpq.br/2305518769010186Szymanski, Maria Lídia Sicahttp://lattes.cnpq.br/9237911847876411Peres, Luis Sérgiohttp://lattes.cnpq.br/0521941508334861http://lattes.cnpq.br/7695070276303571Zini, Rodrigo2018-08-29T14:23:03Z2018-04-02ZINI, Rodrigo. Formação inicial do professor de Educação Física para o trabalho com alunos com necessidades educacionais especiais. 2018. 184 f. Dissertação (Mestrado - Programa de Pós-Graduação em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2018.http://tede.unioeste.br/handle/tede/3894From the movement of Special Education in the perspective of Inclusive Education, more and more students with special educational needs are inserted in regular schools. In order for the attendance to this student to be of quality, it is the responsibility of the school to promote adaptations to meet the of all students, whether or not disabled. In addition, it is understood that the courses that seek to train teachers need to offer in their curricular grades theoretical and practical about special education. In that direction, the aim of this study was to verify how the initial formation of the Physical Education teacher occurs to work with students with special educational needs, inserted in common schools. A descriptive study was carried out based on a field study that involved 3 courses of degree in Physical Education of Institutions of Higher Education public and private West of Paraná. Data were collected through a documentary survey in curriculum matrices and teaching plans of the respective courses, of interviews, with 3 coordinators and 3 teachers who worked with the discipline that deals with the area of Special Education, and the application of questionnaires to 92 academics of the last period of the course. After analyzing the data, it was verified that all the courses of the sample have in their curriculum with disciplines that deal with the contents of the Special Education, to know, a discipline related to the Brazilian Language of Signs (Pounds) and another is intended to work the fundamentals of Physical Education for students with special educational needs. However, as reported by the students and teachers, these contents are insufficient, in view of the challenges presented from the inclusion of these students in regular education. It was observed that 2 courses offer research projects related to Special Education. With regard to extension activities, it was noticed that the 3 courses offer experiences with regard to students with special educational needs, but only one holds extension projects continuously. Regarding the internship supervised, it was verified that one of the courses offers the possibility of the academic perform the internship in special education schools. It was not found, during internships in regular schools, work involving the inclusion of students with special educational needs. In this sense, despite the courses, during the initial training, offer contents and experiences related to the theme of Special Education, show many difficulties in what it refers to form their academic for the work to be carried out with the target audience of Special Education, both in terms of theoretical contents and the practices that involve these students.A partir do movimento da Educação Inclusiva, cada vez mais alunos com necessidades educacionais especiais estão inseridos nas escolas regulares. Para que o atendimento a esse aluno seja de qualidade, cabe à escola promover adequações com a finalidade de atender às necessidades de todos os alunos, seja com ou sem deficiência. Ademais, entende-se que os cursos que objetivam formar professores precisam oferecerem suas grades curriculares subsídios teóricos e metodológicos a respeito da Educação Especial. Nessa direção, o objetivo deste estudo foi verificar como ocorre a formação inicial do professor de Educação Física para o trabalho com alunos com necessidades educacionais especiais, inseridos nas escolas regulares. Para tanto, realizou-se uma pesquisa descritiva, a partir de um estudo de campo que envolveu 3 cursos de licenciatura em Educação Física de Instituições de Ensino Superior públicas e privadas do Oeste do Paraná. Os dados foram coletados por meio de um levantamento documental nas matrizes curriculares e nos planos de ensino dos respectivos cursos, de entrevistas com 3 coordenadores e 3 professores que trabalham com a disciplina que atende à área da Educação Especial, e da aplicação de questionários a 92 acadêmicos do último período do curso. Após a análise dos dados, constatou-se que todos os cursos contam em sua grade curricular com disciplinas que tratam sobre os conteúdos da Educação Especial, a saber, uma disciplina relacionada à Língua Brasileira de Sinais (Libras) e outra destinada a trabalhar os fundamentos da Educação Física para os alunos com necessidades educacionais especiais. Porém, conforme relatado pelos acadêmicos e docentes, esses conteúdos são insuficientes, tendo em vista os desafios apresentados a partir da inclusão desses alunos no ensino regular. Observou-se que 2 cursos oferecem projetos de pesquisa relacionados à Educação Especial. No que tange às atividades de extensão, percebeu-se que os 3 cursos oferecem vivências e experiências com relação aos alunos com necessidades educacionais especiais, mas somente um mantém projetos de extensão de forma contínua. A respeito do estágio supervisionado, verificou-se que um dos cursos oferece a possibilidade do acadêmico realizar o estágio em escolas de Educação Especial. Não foi constatado, durante a realização dos estágios nas escolas regulares, trabalhos que envolvam a inclusão de alunos com necessidades educacionais especiais. Nesse sentido, apesar dos cursos, no decorrer da formação inicial, ofertarem conteúdos e vivências relacionados à temática da Educação Especial, demonstram muitas dificuldades no que se refere a formar seus acadêmicos para o trabalho a ser realizado com o público alvo da Educação Especial, tanto no que se refere aos conteúdos teóricos como às práticas que envolvem esses alunos.Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-08-29T14:23:03Z No. of bitstreams: 2 Rodrigo_Zini2018.pdf: 2051466 bytes, checksum: 699cd4e7706920ee4a9ec11ed994ac6f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2018-08-29T14:23:03Z (GMT). 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dc.title.por.fl_str_mv Formação inicial do professor de Educação Física para o trabalho com alunos com necessidades educacionais especiais
dc.title.alternative.eng.fl_str_mv Initial formation of the Physical Education teacher to work with students with special educational needs
title Formação inicial do professor de Educação Física para o trabalho com alunos com necessidades educacionais especiais
spellingShingle Formação inicial do professor de Educação Física para o trabalho com alunos com necessidades educacionais especiais
Zini, Rodrigo
Educação Especial
Educação inclusiva
Formação de Professores
Educação Física
Special Education
Inclusive Education
Teacher Training
Physical Education
EDUCACAO::ENSINO-APRENDIZAGEM
title_short Formação inicial do professor de Educação Física para o trabalho com alunos com necessidades educacionais especiais
title_full Formação inicial do professor de Educação Física para o trabalho com alunos com necessidades educacionais especiais
title_fullStr Formação inicial do professor de Educação Física para o trabalho com alunos com necessidades educacionais especiais
title_full_unstemmed Formação inicial do professor de Educação Física para o trabalho com alunos com necessidades educacionais especiais
title_sort Formação inicial do professor de Educação Física para o trabalho com alunos com necessidades educacionais especiais
author Zini, Rodrigo
author_facet Zini, Rodrigo
author_role author
dc.contributor.advisor1.fl_str_mv Rossetto, Elisabeth
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/9680222435474093
dc.contributor.referee1.fl_str_mv Rossetto, Elisabeth
dc.contributor.referee1Lattes.fl_str_mv http://lattes.cnpq.br/9680222435474093
dc.contributor.referee2.fl_str_mv Cruz, Gilmar de Carvalho
dc.contributor.referee2Lattes.fl_str_mv http://lattes.cnpq.br/2305518769010186
dc.contributor.referee3.fl_str_mv Szymanski, Maria Lídia Sica
dc.contributor.referee3Lattes.fl_str_mv http://lattes.cnpq.br/9237911847876411
dc.contributor.referee4.fl_str_mv Peres, Luis Sérgio
dc.contributor.referee4Lattes.fl_str_mv http://lattes.cnpq.br/0521941508334861
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/7695070276303571
dc.contributor.author.fl_str_mv Zini, Rodrigo
contributor_str_mv Rossetto, Elisabeth
Rossetto, Elisabeth
Cruz, Gilmar de Carvalho
Szymanski, Maria Lídia Sica
Peres, Luis Sérgio
dc.subject.por.fl_str_mv Educação Especial
Educação inclusiva
Formação de Professores
Educação Física
topic Educação Especial
Educação inclusiva
Formação de Professores
Educação Física
Special Education
Inclusive Education
Teacher Training
Physical Education
EDUCACAO::ENSINO-APRENDIZAGEM
dc.subject.eng.fl_str_mv Special Education
Inclusive Education
Teacher Training
Physical Education
dc.subject.cnpq.fl_str_mv EDUCACAO::ENSINO-APRENDIZAGEM
description From the movement of Special Education in the perspective of Inclusive Education, more and more students with special educational needs are inserted in regular schools. In order for the attendance to this student to be of quality, it is the responsibility of the school to promote adaptations to meet the of all students, whether or not disabled. In addition, it is understood that the courses that seek to train teachers need to offer in their curricular grades theoretical and practical about special education. In that direction, the aim of this study was to verify how the initial formation of the Physical Education teacher occurs to work with students with special educational needs, inserted in common schools. A descriptive study was carried out based on a field study that involved 3 courses of degree in Physical Education of Institutions of Higher Education public and private West of Paraná. Data were collected through a documentary survey in curriculum matrices and teaching plans of the respective courses, of interviews, with 3 coordinators and 3 teachers who worked with the discipline that deals with the area of Special Education, and the application of questionnaires to 92 academics of the last period of the course. After analyzing the data, it was verified that all the courses of the sample have in their curriculum with disciplines that deal with the contents of the Special Education, to know, a discipline related to the Brazilian Language of Signs (Pounds) and another is intended to work the fundamentals of Physical Education for students with special educational needs. However, as reported by the students and teachers, these contents are insufficient, in view of the challenges presented from the inclusion of these students in regular education. It was observed that 2 courses offer research projects related to Special Education. With regard to extension activities, it was noticed that the 3 courses offer experiences with regard to students with special educational needs, but only one holds extension projects continuously. Regarding the internship supervised, it was verified that one of the courses offers the possibility of the academic perform the internship in special education schools. It was not found, during internships in regular schools, work involving the inclusion of students with special educational needs. In this sense, despite the courses, during the initial training, offer contents and experiences related to the theme of Special Education, show many difficulties in what it refers to form their academic for the work to be carried out with the target audience of Special Education, both in terms of theoretical contents and the practices that involve these students.
publishDate 2018
dc.date.accessioned.fl_str_mv 2018-08-29T14:23:03Z
dc.date.issued.fl_str_mv 2018-04-02
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dc.identifier.citation.fl_str_mv ZINI, Rodrigo. Formação inicial do professor de Educação Física para o trabalho com alunos com necessidades educacionais especiais. 2018. 184 f. Dissertação (Mestrado - Programa de Pós-Graduação em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2018.
dc.identifier.uri.fl_str_mv http://tede.unioeste.br/handle/tede/3894
identifier_str_mv ZINI, Rodrigo. Formação inicial do professor de Educação Física para o trabalho com alunos com necessidades educacionais especiais. 2018. 184 f. Dissertação (Mestrado - Programa de Pós-Graduação em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2018.
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repository.name.fl_str_mv Biblioteca Digital de Teses e Dissertações do UNIOESTE - Universidade Estadual do Oeste do Paraná (UNIOESTE)
repository.mail.fl_str_mv biblioteca.repositorio@unioeste.br
_version_ 1811723403625758720