An analysis of the pedagogical project and curriculum of undergraduate licentiate programs in special education
Autor(a) principal: | |
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Data de Publicação: | 2017 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/128206 |
Resumo: | What is the ideal training for specialist teachers? Would it be a specialized program from the beginning or a regular initial program combined with continuing specialized training? The answers to these questions are not supported by evidence since there are few studies focusing on this problem or comparing different training approaches. However, even without evidence that continuing education is the best model, much has been invested in continuing education policies, particularly in distance learning programs with short courses. On the other hand, there are also initiatives by a few universities offering programs with specialized initial training. Thus, the present study aimed to identify, describe and analyze undergraduate programs in special education at both public and private universities, with regard to their pedagogical project, course schedule and discipline program. In this documentary-exploratory study, we analyzed ten undergraduate programs in special education offered by eight universities, two of which were public and six private. According to our document analysis, the courses’ curricular frameworks have different characteristics since there are still no national curricular guidelines regulating the creation undergraduate programs in special education. Today, private institutions account for 75% of all universities offering these programs; however, the number of courses is insufficient for the needs of the Brazilian educational system. Therefore, it is necessary that the government take responsibility and prioritize the initial training of special education teachers. |
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An analysis of the pedagogical project and curriculum of undergraduate licentiate programs in special educationAnálise do projeto pedagógico e da grade curricular dos cursos de licenciatura em educação especialWhat is the ideal training for specialist teachers? Would it be a specialized program from the beginning or a regular initial program combined with continuing specialized training? The answers to these questions are not supported by evidence since there are few studies focusing on this problem or comparing different training approaches. However, even without evidence that continuing education is the best model, much has been invested in continuing education policies, particularly in distance learning programs with short courses. On the other hand, there are also initiatives by a few universities offering programs with specialized initial training. Thus, the present study aimed to identify, describe and analyze undergraduate programs in special education at both public and private universities, with regard to their pedagogical project, course schedule and discipline program. In this documentary-exploratory study, we analyzed ten undergraduate programs in special education offered by eight universities, two of which were public and six private. According to our document analysis, the courses’ curricular frameworks have different characteristics since there are still no national curricular guidelines regulating the creation undergraduate programs in special education. Today, private institutions account for 75% of all universities offering these programs; however, the number of courses is insufficient for the needs of the Brazilian educational system. Therefore, it is necessary that the government take responsibility and prioritize the initial training of special education teachers.Qual é a formação ideal para professores especializados? Seria uma formação especializada desde o início ou uma formação inicial comum agregada à formação continuada especializada? As respostas para estas questões não são respaldadas por evidências, pois são escassos os estudos que focalizam esse problema ou comparam as diferentes abordagens de formação. Entretanto, mesmo sem evidências de que esse seja o melhor modelo, muito se tem investido em políticas de formação continuada, majoritariamente, na modalidade a distância, com cursos de curta duração, enquanto que, paralelamente, há algumas iniciativas por parte de universidades que propõem cursos de formação inicial especializada. Esta pesquisa teve como objetivo identificar, descrever e analisar os cursos de licenciatura em educação especial de universidades públicas e privadas, tomando como base os projetos pedagógicos de curso e as grades curriculares, bem como as ementas de cursos. Portanto, trata-se de um estudo documental do tipo exploratório. Foram analisados os dez cursos de licenciatura em educação especial existentes atualmente, oferecidos por oito universidades, duas públicas e seis privadas. A partir da análise dos documentos, foi possível considerar que os currículos dos cursos têm características diversas, pois ainda não existem parâmetros curriculares nacionais que norteiem a criação de cursos superiores em educação especial. As instituições particulares representam 75% do total de universidades que oferecem o curso, contudo, o número de cursos em vigência está aquém das necessidades do sistema educacional brasileiro. Portanto, torna-se necessário que o poder público se responsabilize e priorize a formação inicial do professor de educação especial.Universidade de São Paulo. Faculdade de Educação2017-03-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/ep/article/view/12820610.1590/s1517-9702201605145723Educação e Pesquisa; v. 43 n. 1 (2017); 264-279Educação e Pesquisa; Vol. 43 No. 1 (2017); 264-279Educação e Pesquisa; Vol. 43 Núm. 1 (2017); 264-2791678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/ep/article/view/128206/125129Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessOliveira, Patricia Santos deMendes, Enicéia Gonçalves2017-03-17T11:09:05Zoai:revistas.usp.br:article/128206Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2017-03-17T11:09:05Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
An analysis of the pedagogical project and curriculum of undergraduate licentiate programs in special education Análise do projeto pedagógico e da grade curricular dos cursos de licenciatura em educação especial |
title |
An analysis of the pedagogical project and curriculum of undergraduate licentiate programs in special education |
spellingShingle |
An analysis of the pedagogical project and curriculum of undergraduate licentiate programs in special education Oliveira, Patricia Santos de |
title_short |
An analysis of the pedagogical project and curriculum of undergraduate licentiate programs in special education |
title_full |
An analysis of the pedagogical project and curriculum of undergraduate licentiate programs in special education |
title_fullStr |
An analysis of the pedagogical project and curriculum of undergraduate licentiate programs in special education |
title_full_unstemmed |
An analysis of the pedagogical project and curriculum of undergraduate licentiate programs in special education |
title_sort |
An analysis of the pedagogical project and curriculum of undergraduate licentiate programs in special education |
author |
Oliveira, Patricia Santos de |
author_facet |
Oliveira, Patricia Santos de Mendes, Enicéia Gonçalves |
author_role |
author |
author2 |
Mendes, Enicéia Gonçalves |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Oliveira, Patricia Santos de Mendes, Enicéia Gonçalves |
description |
What is the ideal training for specialist teachers? Would it be a specialized program from the beginning or a regular initial program combined with continuing specialized training? The answers to these questions are not supported by evidence since there are few studies focusing on this problem or comparing different training approaches. However, even without evidence that continuing education is the best model, much has been invested in continuing education policies, particularly in distance learning programs with short courses. On the other hand, there are also initiatives by a few universities offering programs with specialized initial training. Thus, the present study aimed to identify, describe and analyze undergraduate programs in special education at both public and private universities, with regard to their pedagogical project, course schedule and discipline program. In this documentary-exploratory study, we analyzed ten undergraduate programs in special education offered by eight universities, two of which were public and six private. According to our document analysis, the courses’ curricular frameworks have different characteristics since there are still no national curricular guidelines regulating the creation undergraduate programs in special education. Today, private institutions account for 75% of all universities offering these programs; however, the number of courses is insufficient for the needs of the Brazilian educational system. Therefore, it is necessary that the government take responsibility and prioritize the initial training of special education teachers. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-03-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/128206 10.1590/s1517-9702201605145723 |
url |
https://www.revistas.usp.br/ep/article/view/128206 |
identifier_str_mv |
10.1590/s1517-9702201605145723 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/128206/125129 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Educação e Pesquisa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Educação e Pesquisa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 43 n. 1 (2017); 264-279 Educação e Pesquisa; Vol. 43 No. 1 (2017); 264-279 Educação e Pesquisa; Vol. 43 Núm. 1 (2017); 264-279 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Educação e Pesquisa |
collection |
Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
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1787713812080623616 |