Contributions of a Teacher Training Program to Inclusive Education
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Paidéia (Ribeirão Preto. Online) |
Texto Completo: | https://www.revistas.usp.br/paideia/article/view/157112 |
Resumo: | This study aimed to identify the contributions of the discipline of “Disabilities and Inclusion” offered by the Specialization Course on Gender and Diversity at School (GDS) to promote inclusive educational processes for people with disabilities in basic education. Nine GDS students who were professionals from educational area participated in the research. The information was obtained through a focus group, recorded with the participants’ consent and analyzed based on the thematic content analysis method. The results indicated that there was a change in conception of disability, previously based in charitable and/or in biomedical conceptions, now more in line with the Social Model of Disability and with the precepts of the Convention on the Rights of Persons with Disabilities. In addition, the knowledge obtained by the participants contributed to the construction of pedagogical strategies more focused on the inclusion of people with disabilities considering their specificities. |
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Contributions of a Teacher Training Program to Inclusive EducationContribuciones de un Programa de Formación de Profesores a la Educación InclusivaContribuições de um Programa de Formação de Professores para a Educação Inclusivateacher educationspecial educationinclusive educationformación de profesoreseducación especialeducación inclusivaformação de professoreseducação especialeducação inclusivaThis study aimed to identify the contributions of the discipline of “Disabilities and Inclusion” offered by the Specialization Course on Gender and Diversity at School (GDS) to promote inclusive educational processes for people with disabilities in basic education. Nine GDS students who were professionals from educational area participated in the research. The information was obtained through a focus group, recorded with the participants’ consent and analyzed based on the thematic content analysis method. The results indicated that there was a change in conception of disability, previously based in charitable and/or in biomedical conceptions, now more in line with the Social Model of Disability and with the precepts of the Convention on the Rights of Persons with Disabilities. In addition, the knowledge obtained by the participants contributed to the construction of pedagogical strategies more focused on the inclusion of people with disabilities considering their specificities.Este estudio tuvo como objetivo identificar las contribuciones de la disciplina Discapacidad e Inclusión del curso de especialización en Género y Diversidad en Escuela (GDE) a la promoción de procesos de educación inclusiva para personas con discapacidad en la educación básica. Los participantes en el estudio eran nueve profesionales de la educación, estudiantes de lo GDE. Las informaciones se obtuvieron por intermedio de grupos focales, siendo grabadas con el permiso de los participantes y analizadas mediante el método de análisis de contenido. Los resultados indicaron que hubo un cambio en la percepción de la discapacidad –antes mayormente basada en concepciones de caridad/asistencia y/o biomédica para estar más en línea con el modelo social de la discapacidad y de las disposiciones de la Convención sobre los Derechos de las Personas con Discapacidad. Además, los conocimientos adquiridos por los participantes contribuyeron a la construcción de estrategias pedagógicas más inclusivas.Este estudo teve como objetivo identificar as contribuições da disciplina “Deficiências e Inclusão” do Curso de Especialização em Gênero e Diversidade na Escola (GDE) para a promoção de processos educativos inclusivos às pessoas com deficiência na educação básica. Participaram da pesquisa nove profissionais da área da educação, que foram cursistas do GDE. As informações foram obtidas por meio de grupo focal, gravadas com autorização dos participantes e analisadas com base no método de análise de conteúdo temática. Os resultados indicaram que houve mudança na concepção sobre a deficiência – de predominantemente fundamentada nas concepções caritativa/assistencial e/ou biomédica para mais em consonância com o Modelo Social da Deficiência e com os preceitos da Convenção sobre os Direitos das Pessoas com Deficiência. Além disso, os conhecimentos obtidos pelos participantes contribuíram para a construção de estratégias pedagógicas mais voltadas à inclusão das pessoas com deficiência considerando suas especificidades.Universidade de São Paulo. Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto2019-04-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/xmlhttps://www.revistas.usp.br/paideia/article/view/15711210.1590/1982-4327e2907Paidéia (Ribeirão Preto); v. 29 (2019); e2907Paidéia (Ribeirão Preto); Vol. 29 (2019); e2907Paidéia (Ribeirão Preto); Vol. 29 (2019); e29071982-43270103-863Xreponame:Paidéia (Ribeirão Preto. Online)instname:Universidade de São Paulo (USP)instacron:USPenghttps://www.revistas.usp.br/paideia/article/view/157112/152525https://www.revistas.usp.br/paideia/article/view/157112/154212Copyright (c) 2019 Paidéia (Ribeirão Preto)info:eu-repo/semantics/openAccessGesser, MariveteMartins, Reginaldo Medeiros2019-04-18T14:13:37Zoai:revistas.usp.br:article/157112Revistahttps://www.revistas.usp.br/paideiaPUBhttps://www.revistas.usp.br/paideia/oai||paideia@usp.br1982-43270103-863Xopendoar:2019-04-18T14:13:37Paidéia (Ribeirão Preto. Online) - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Contributions of a Teacher Training Program to Inclusive Education Contribuciones de un Programa de Formación de Profesores a la Educación Inclusiva Contribuições de um Programa de Formação de Professores para a Educação Inclusiva |
title |
Contributions of a Teacher Training Program to Inclusive Education |
spellingShingle |
Contributions of a Teacher Training Program to Inclusive Education Gesser, Marivete teacher education special education inclusive education formación de profesores educación especial educación inclusiva formação de professores educação especial educação inclusiva |
title_short |
Contributions of a Teacher Training Program to Inclusive Education |
title_full |
Contributions of a Teacher Training Program to Inclusive Education |
title_fullStr |
Contributions of a Teacher Training Program to Inclusive Education |
title_full_unstemmed |
Contributions of a Teacher Training Program to Inclusive Education |
title_sort |
Contributions of a Teacher Training Program to Inclusive Education |
author |
Gesser, Marivete |
author_facet |
Gesser, Marivete Martins, Reginaldo Medeiros |
author_role |
author |
author2 |
Martins, Reginaldo Medeiros |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Gesser, Marivete Martins, Reginaldo Medeiros |
dc.subject.por.fl_str_mv |
teacher education special education inclusive education formación de profesores educación especial educación inclusiva formação de professores educação especial educação inclusiva |
topic |
teacher education special education inclusive education formación de profesores educación especial educación inclusiva formação de professores educação especial educação inclusiva |
description |
This study aimed to identify the contributions of the discipline of “Disabilities and Inclusion” offered by the Specialization Course on Gender and Diversity at School (GDS) to promote inclusive educational processes for people with disabilities in basic education. Nine GDS students who were professionals from educational area participated in the research. The information was obtained through a focus group, recorded with the participants’ consent and analyzed based on the thematic content analysis method. The results indicated that there was a change in conception of disability, previously based in charitable and/or in biomedical conceptions, now more in line with the Social Model of Disability and with the precepts of the Convention on the Rights of Persons with Disabilities. In addition, the knowledge obtained by the participants contributed to the construction of pedagogical strategies more focused on the inclusion of people with disabilities considering their specificities. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-04-18 |
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/paideia/article/view/157112 10.1590/1982-4327e2907 |
url |
https://www.revistas.usp.br/paideia/article/view/157112 |
identifier_str_mv |
10.1590/1982-4327e2907 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/paideia/article/view/157112/152525 https://www.revistas.usp.br/paideia/article/view/157112/154212 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 Paidéia (Ribeirão Preto) info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 Paidéia (Ribeirão Preto) |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/xml |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto |
dc.source.none.fl_str_mv |
Paidéia (Ribeirão Preto); v. 29 (2019); e2907 Paidéia (Ribeirão Preto); Vol. 29 (2019); e2907 Paidéia (Ribeirão Preto); Vol. 29 (2019); e2907 1982-4327 0103-863X reponame:Paidéia (Ribeirão Preto. Online) instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Paidéia (Ribeirão Preto. Online) |
collection |
Paidéia (Ribeirão Preto. Online) |
repository.name.fl_str_mv |
Paidéia (Ribeirão Preto. Online) - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||paideia@usp.br |
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1800221835547115520 |