Perfil dos professores participantes da 2ª edição do curso de LIBRAS a distância: uma propsota de formação continuada no contexto educacional inclusivo

• Autor(a) principal: Milanez, Simone Ghedini da Costa [UNESP]
• Data de Publicação: 2011
• Outros Autores: Martins, Sandra Eli Sartoreto de Oliveira [UNESP], Giroto, Cláudia Regina Mosca [UNESP], Poker, Rosimar Bortolini [UNESP]
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://revistas.ua.pt/index.php/ID/article/view/1039; http://hdl.handle.net/11449/115145
• topic: Educação a Distância; Formação continuada de professores; LIBRAS; educação do especial

This research presents an analysis of the profile of participants in the second edition of the Extension Course “Libras by distance: a proposal for continuing education of teachers in inclusive educational settings”, funded by the Program for Continuing Education of Teachers in Special Education, the SEESP / MEC and the support of the UAB, whose goal was to promote a theoretical-practical-discourse on the importance of Libras in deaf education. The course was developed by the School of Philosophy and Science of UNESP / Marília, in distance mode. practicing teachers in public schools, linked to 19 Departments and / or Directors of Education in several regions of Brazil took the course. The information was collected from the questionnaire responses of the diagnostic evaluation performed in the pre-registration course. In general, the information was about place of residence, marital status, family constitution, educational training and professional experience in special education. We performed quantitative analysis and descriptive statistics on the data. The information presented refers to a summary of results for the total sample investigated. With the release of the profile of participants we expect to contribute towards the organization of new extension courses in the area of deafness, in distance mode, aimed at the in-service training of teachers with a view to Inclusive Education.