Docência, formação de professores e educação especial nos cursos de ciências da natureza
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Data
2018-03-29
Autores
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Universidade Federal de Goiás
Resumo
The education of the target audience of special education under the regular school is legal
guarantee and it is believed that one of the main agents in the inclusion of these students are
the teachers. And to think about their training in special education is a challenge, especially
when it comes to nature science teachers. Therefore, it is problematic: are nature science
courses preparing future education professionals to work with special education target
audiences? In fact, the present study aims to investigate how the education of students
targeted by special education has been contemplated in the initial formation of teachers of
nature sciences in the state of Goiás, and in a specific way: to map the science courses of the
nature in the Public Institutions of Higher Education of the state of Goiás; to identify in the
discipline/program plans, from the Pedagogical Project of the Courses, the aspects related to
the target public student of the special education and the school inclusion; check with the
licenciandos if the disciplines and other academic activities of the courses contemplate the
education of the target public students of special education; investigate with the course
coordinators how the education of the target public students of special education is
contemplated in the training of the academics of the courses of natural sciences. The
discussions were based theoretically and methodologically on the historical-cultural approach
of Vygotsky. In order to collect data, first, questionnaires were applied to 133 fellows, and
then semi-structured interviews were carried out with 19 graduates from the last period of the
undergraduate course and with the 9 course coordinators. For the analysis of the collected
data, we used the Discursive Textual Analysis, which allowed the production of meanings from
the organization of the sense units. The results are: lack of discussion of special education in
specific disciplines, beyond the compulsory discipline of Libras in undergraduate courses; the
lack of knowledge of the licenciandos about the events that approach the subject; that
although the graduates have contact with the target publics of the special education in the
stage, in the majority these disregard the students in their planning and classes, which is
shown a little different in the Pibid, in which some licensees, on their own initiative, seek
contemplate and adapt their classes to meet the target audience of special education; the
results also show that teachers' lack of knowledge about the subject influences the demand
for discussion of special education in undergraduate courses because they do not feel prepared
to promote such debates; the challenges raised by the licenciandos and coordinators to teach
classes for these students were mainly the curricular adaptation, the lack of knowledge of the
specificities of the deficiencies and the evaluation process of these students. Finally, it is
concluded that there is a need to insert disciplines and spaces for discussions about the
education and inclusion of the target public education students in the context of teacher
training courses.
Descrição
Palavras-chave
Formação de professores, Ciências da natureza, Educação especial, Abordagem histórico-cultural, Teacher training, Science of nature, Special education, Historical-cultural approach
Citação
ADAMS, F. W. Docência, formação de professores e educação especial nos cursos de ciências da natureza. 2018. 264 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Catalão, 2018.