Formação inicial do professor de Educação Física para o trabalho com alunos com necessidades educacionais especiais
Autor(a) principal: | |
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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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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). No. of bitstreams: 2 Rodrigo_Zini2018.pdf: 2051466 bytes, checksum: 699cd4e7706920ee4a9ec11ed994ac6f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-04-02application/pdfpor6588633818200016417500Universidade Estadual do Oeste do ParanáCascavelPrograma de Pós-Graduação em EducaçãoUNIOESTEBrasilCentro de Educação, Comunicação e Arteshttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEducação EspecialEducação inclusivaFormação de ProfessoresEducação FísicaSpecial EducationInclusive EducationTeacher TrainingPhysical EducationEDUCACAO::ENSINO-APRENDIZAGEMFormação inicial do professor de Educação Física para o trabalho com alunos com necessidades educacionais especiaisInitial formation of the Physical Education teacher to work with students with special educational needsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-84512857932284779376006006006678066452762177366-4452917836576020174reponame:Biblioteca Digital de Teses e Dissertações do UNIOESTEinstname:Universidade Estadual do Oeste do Paraná (UNIOESTE)instacron:UNIOESTEORIGINALRodrigo_Zini2018.pdfRodrigo_Zini2018.pdfapplication/pdf2051466http://tede.unioeste.br:8080/tede/bitstream/tede/3894/5/Rodrigo_Zini2018.pdf699cd4e7706920ee4a9ec11ed994ac6fMD55CC-LICENSElicense_urllicense_urltext/plain; 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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 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
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. |
url |
http://tede.unioeste.br/handle/tede/3894 |
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por |
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por |
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600 600 600 |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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Universidade Estadual do Oeste do Paraná Cascavel |
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Programa de Pós-Graduação em Educação |
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UNIOESTE |
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Brasil |
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Centro de Educação, Comunicação e Artes |
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Universidade Estadual do Oeste do Paraná Cascavel |
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