Formação continuada na perspectiva da consultoria colaborativa: contribuições no contexto da inclusão escolar
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Data
2018-04-13
Autores
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Universidade Federal de Goiás
Resumo
The Continued education for teachers who work with students, target of Special
Education has become one of the obstacles to effectivate school inclusion. Although
Brazilian Laws and Policies support this prerogative, in practice this type of training is still
sporadic. In this sense, researchers from universities and educational networks have
sought to implement training courses that seek to remedy or minimize this gap. Thus,
when participating in a continued education course in a collaborative perspective, the
question that guided this study emerged: How does a continued formation for teachers,
based on Collaborative Consulting, contributes to the performance of these professionals
in the school inclusion of students targeted by special education? Aiming to answer this
question, the present study had as objective to analyze how a continued education
course for teachers, based on Collaborative Consulting, contributes to the school practice
of professionals who work with students targeted by special education. This is a
qualitative research, based on the indications of the historical-cultural approach. Five
female teachers participated in this course, and they performed different functions,
namely: manager, pedagogical coordinator, ESA teacher and support teacher for
inclusion. The research was carried out at the Federal University of Goiás - Regional
Catalão and at two schools of the Catalão-Goiás regional school system. As data
production instruments, a questionnaire was used to map the participating schools, a
personal and professional identification questionnaire, and a semi-structured interview
script for the teachers, an observation script and field diaries. The interviews were
analyzed based on Content Analysis and from the units of meaning were listed three
categories. The data described are still under analysis and discussion and to date have
pointed out that the doubts and insecurities experienced by the participating teachers
revolved around the schooling of students with disabilities in the common classroom, both
by teachers, and by other professionals from school. The five participants reported on the
importance of consistent training to address the diversity of students in school. They
highlighted as a positive point in this course the partnership between university and the
school; the importance of management in enabling Continued Education courses for all
school staff, especially in-service training; and the collaborative consultancy carried out in
the two schools by the teacher trainer, as the strong point of this training. They reported
that collaborative consulting enabled pedagogical strategies consistent with the reality of
students with disabilities. The results also pointed to the need to expand Continued
Education courses that are closer to the reality experienced by school professionals and
their students with disabilities, as well as the collaboration between the professionals of
the special education and the common school as a perspective support for school
inclusion.
Descrição
Palavras-chave
Formação de professores, Educação especial, Inclusão escolar, Consultoria colaborativa, Teoria histórico-cultural, Teacher trainig, Especial educacion, School inclusion, Collaborative consulting, Historical-cultural theory
Citação
CAMPOS, Daniela Maria Ferreira. Formação continuada na perspectiva da consultoria colaborativa: contribuições no contexto da inclusão escolar. 2018. 169 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Catalão, 2018.