Formação do professor e inclusão educacional no ensino superior

• Autor(a) principal: Souza, Sheila Carla de
• Data de Publicação: 2020
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do Mackenzie
• Texto Completo: https://dspace.mackenzie.br/handle/10899/28564
• topic: formação docente; educação inclusiva; educação especial; ensino superior; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This research addresses the learning and development of teaching, directing special attention to the most efficient teaching approaches for children with additional needs, specifically those in an inclusion support program. Most higher education professors face some didactic and pedagogical lack in terms of Inclusive Education for students with Special Educational Needs (SEN). Due to the lack of training of higher education professors and the characteristics of inclusive education students, these research goals are: to investigate and analyze the perceptions and actions of higher education professors with students in inclusive education. To do so, this research is based on the investigative and theoretical studies of Bratti, Mizukami, Pletsch, Poker et al, Santos & Hostins, Silva Neto et al, Tomelin, Veiga, and Vitalino. The methodological procedure adopted was explanatory field research. This explanatory field research is organized in two stages: a questionnaire with the participation of 81 professors; and a semi structured interview with 11 professors. The initial results demonstrate that professors have a satisfactory content knowledge base. From the preliminary results, it has been noticed that the professors do not see themselves as holders of basic knowledge about special education neither having continuous training to work with students in inclusive education from the perspective of special education. Also, they recognize the need for knowledge and experience exchanges among professors, family, and multidisciplinary teams so that there would be more inclusive educational processes. The lack of didactic-pedagogical qualification to work with disabled people is one of the main causes of dropout and failure of students with special educational needs in higher education. In this scenario, it is noticeable that there is an urgent need for institutional policies which include the training of higher education professors for the practice in inclusive education. It turns out that higher education institutions (HEIs) need specific inclusion policies for academic communities. Teachers lack didactic-pedagogical training courses, courses which should aim to expand professors’ knowledge to support students with special educational needs better than they do now. Inquiries about teachers' training on higher education and the work with inclusion students need to be expanded and deepened. To do so, it’s advised that action-research should be in a plan to base the creation and implementation of a Continuing Education Program for Undergraduate Teachers based on an Inclusive Education perspective. Expanding the number of trained teachers in this area will contribute to a more effective and efficient inclusive education.