Trajetória formativa/profissional de professores de apoio e professores regentes em condição de bidocência
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Data
2019-03-15
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Universidade Federal de Goiás
Resumo
The increasing enrollment of targeted public education pupils in regular school increases the demand for training for both the support teacher and the teacher regent. In this context, we question how the formative / professional trajectory of the support teacher and the regent teacher has been constituted in a condition of bidding in a Municipal Education Network. To that extent, the general objective was to analyze the constitution of the formative / professional trajectory of the support teacher and the regent teacher in a condition of bidocence and as specific objectives: to describe the formative / professional trajectory of the respective teachers; to characterize the roles of support teacher and teacher regent in a bidding condition and make feasible conditions of action / reflection on teaching for students targeted by special education. To do so, the methodology used was the Collaborative Research that is characterized as a joint practice between researchers and teachers. Thus, we follow the following steps: describe, inform, confront and reconstruct. The constructed data were organized into categories and subcategories and analyzed from the theoretical referential pertinent to the thematic and indications of Historical-Cultural Psychology and Historical-Critical Pedagogy. To that extent, it was verified that the gap in the formation to work with the target public of the special education still persists. This situation implies the need for effective public education policies at the national, state and municipal levels. It was then shown that the specific training in the area of Special Education has been configured as an individual search of the one that is interested in this action. In relation to the teaching profession, a tendency was observed to associate it with motherhood. Regarding the criteria for modulation of the support teacher, it was verified that the municipal network does not follow the parameters set by the state legislation. Regarding the teachers' roles in the bidding condition, it was noted that the support teacher has acted exclusively with the target public student of special education and the teacher regent with the rest of the class, characterizing themselves as distinct practices in one same environment. In this context, it was verified that the teachers of the network do not have a schedule for joint planning, which is one of the obstacles for a collaborative action between the regent and support. It is inferred, then, that investments in training are still primordial, both initial and continuing, for effective school inclusion.
Descrição
Palavras-chave
Formação de professores, Professor de apoio, Professor regente, Bidocência, Pesquisa colaborativa, Teacher training, Support teacher, Regent teacher, Bidocência
Citação
PICOLINI, B. R. A. Trajetória formativa/profissional de professores de apoio e professores regentes em condição de bidocência. 2019. 150 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Catalão, 2019.