Motiva??o docente para educa??o inclusiva
Ano de defesa: | 2019 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Pontif?cia Universidade Cat?lica do Rio Grande do Sul
|
Programa de Pós-Graduação: |
Programa de P?s-Gradua??o em Educa??o
|
Departamento: |
Escola de Humanidades
|
País: |
Brasil
|
Palavras-chave em Português: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://tede2.pucrs.br/tede2/handle/tede/8996 |
Resumo: | The present work proposes a study on teacher motivation and inclusive education. The research presented here is justified by the scope of the theme and by the fact that much has been discussed about equal rights for all. The purpose of this proposal is to analyze how the effects of teacher motivation affect the school context of students with disabilities and / or special educational needs in the regular school system. As specific objectives we intend to mention, based on observations and data provided by the teachers, the reasons that are present in their pedagogical actions that contribute to this context; identify teacher motivational effects; to verify the strategies used by the teachers that contribute to this process. The methodology used is the multiple case study, with 11 teachers, in a private school in Porto Alegre. This study is based on a qualitative approach, using the semistructured interview, observations and data provided by the teachers in the daily classroom. One of the theoretical references used is Genetic Epistemology and the contributions of Vygotsky's Socio-historical theory (1999). It should be noted that the project also encompasses Vygotsky's (1999) ideas regarding the issue of development and the social relation of the individual. In relation to the studies of Inclusive Education, I am based on the studies of Mazzotta (1973), Januzzi (2006) Kassar (2008), Carvalho (2011), Rozek (2010), Baptista (2011), Mittler (2003). With regard to teacher training, N?voa (1995), Tardif (2012), Sch?n (1995), Sacrist?n (1998), and Pimenta (2011) and Carvalho (2011) allow a dialogue on the theme. The contributions came from different authors focused on the observation of teacher motivation such as Huertas (2001), Santos (2007), Jesus (1996), Deci and Ryan (2000) and Tapia (2015). I also emphasize the contributions of Freire (1980/2011) and Maturana and D'Avila (2009) in the studies of teaching practice. All authors served as a support for the interweaving of discursive textual analysis, contributing to the main focus of our research: the insertion of an inclusive perspective in our society. From the study, four categories were found, which contributed to the data analysis: teaching practice, school inclusion, continuing education and motivation. The conclusions indicate that teachers present knowledge about the reality of our inclusive schools, as well as the importance of teacher motivation in this process, in order to encourage the involvement and development of students with special educational needs and/or disabilities. |
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Santos, Bettina Steren doshttp://lattes.cnpq.br/3740903204981170Homem, Mariangela Pozza2019-10-30T14:35:03Z2019-04-25http://tede2.pucrs.br/tede2/handle/tede/8996The present work proposes a study on teacher motivation and inclusive education. The research presented here is justified by the scope of the theme and by the fact that much has been discussed about equal rights for all. The purpose of this proposal is to analyze how the effects of teacher motivation affect the school context of students with disabilities and / or special educational needs in the regular school system. As specific objectives we intend to mention, based on observations and data provided by the teachers, the reasons that are present in their pedagogical actions that contribute to this context; identify teacher motivational effects; to verify the strategies used by the teachers that contribute to this process. The methodology used is the multiple case study, with 11 teachers, in a private school in Porto Alegre. This study is based on a qualitative approach, using the semistructured interview, observations and data provided by the teachers in the daily classroom. One of the theoretical references used is Genetic Epistemology and the contributions of Vygotsky's Socio-historical theory (1999). It should be noted that the project also encompasses Vygotsky's (1999) ideas regarding the issue of development and the social relation of the individual. In relation to the studies of Inclusive Education, I am based on the studies of Mazzotta (1973), Januzzi (2006) Kassar (2008), Carvalho (2011), Rozek (2010), Baptista (2011), Mittler (2003). With regard to teacher training, N?voa (1995), Tardif (2012), Sch?n (1995), Sacrist?n (1998), and Pimenta (2011) and Carvalho (2011) allow a dialogue on the theme. The contributions came from different authors focused on the observation of teacher motivation such as Huertas (2001), Santos (2007), Jesus (1996), Deci and Ryan (2000) and Tapia (2015). I also emphasize the contributions of Freire (1980/2011) and Maturana and D'Avila (2009) in the studies of teaching practice. All authors served as a support for the interweaving of discursive textual analysis, contributing to the main focus of our research: the insertion of an inclusive perspective in our society. From the study, four categories were found, which contributed to the data analysis: teaching practice, school inclusion, continuing education and motivation. The conclusions indicate that teachers present knowledge about the reality of our inclusive schools, as well as the importance of teacher motivation in this process, in order to encourage the involvement and development of students with special educational needs and/or disabilities.O presente trabalho prop?e um estudo sobre motiva??o docente e Educa??o Inclusiva. A pesquisa aqui apresentada justifica-se pela abrang?ncia do tema e pelo fato de que muito se tem discutido a respeito dos direitos iguais para todos. O objetivo dessa proposta ?, sobretudo, analisar de que maneira os efeitos da motiva??o docente repercutem no contexto escolar dos estudantes com defici?ncia e/ou necessidades educacionais especiais na rede regular de ensino. Como objetivos espec?ficos, pretende-se mencionar, a partir de observa??es e dados fornecidos pelos docentes, os motivos que est?o presentes em suas a??es pedag?gicas que contribuem para este contexto; identificar os efeitos motivacionais docentes; verificar as estrat?gias utilizadas pelos docentes que contribuem nesse processo. A metodologia utilizada ? o estudo de caso m?ltiplo, com 11 professores, numa escola da rede privada de Porto Alegre. Esse estudo est? fundamentado em uma abordagem qualitativa, utilizando a entrevista semiestruturada, observa??es e dados fornecidos pelos docentes no cotidiano de sala de aula. O referencial te?rico utilizado ? o da Epistemologia Gen?tica. Cabe assinalar que o projeto abrange, tamb?m, ideias de Vygotsky (1999) referentes ? quest?o do desenvolvimento e a rela??o social do indiv?duo. Em rela??o aos estudos da Educa??o Inclusiva, apoio-me nos estudos de Mazzotta (1973), Jannuzzi (2006) Kassar (2008), Carvalho (2011), Rozek (2010), Baptista (2011), Mittler (2003), entre outros. No que se refere ? forma??o de professores, N?voa (1995), Tardif (2012), Sch?n (1995), Sacrist?n (1998), al?m de Pimenta (2011) e Carvalho (2011), que permitem um di?logo sobre o tema. As contribui??es voltadas ? observa??o da motiva??o docente vieram de diferentes autores como Huertas (2001), Santos (2007), Jesus (1996), Deci e Ryan (2000) e Tapia (2015). Saliento ainda as contribui??es de Freire (1980/2011) e de Maturana e D?Avila (2009) nos estudos da pr?tica docente. Todos os autores serviram de apoio para o entrela?amento da an?lise textual discursiva, contribuindo para o foco principal de nossa investiga??o: a inser??o de uma perspectiva inclusiva em nossa sociedade. A partir do estudo, foram encontradas quatro categorias que contribu?ram para a an?lise dos dados: pr?tica docente, inclus?o escolar, forma??o continuada e motiva??o. As conclus?es indicam que os professores apresentam conhecimentos sobre a realidade de nossas escolas inclusivas, bem como a import?ncia da motiva??o docente nesse processo, visando incitar o envolvimento e o desenvolvimento de estudantes com necessidades educacionais especiais e/ou defici?ncia.Submitted by PPG Educa??o (educacao-pg@pucrs.br) on 2019-10-23T19:00:06Z No. of bitstreams: 1 Mariangela TESE OUTUBRO 2019.pdf: 1707663 bytes, checksum: e260d5fba22473152a1f35fb76a1659e (MD5)Approved for entry into archive by Sarajane Pan (sarajane.pan@pucrs.br) on 2019-10-30T14:28:18Z (GMT) No. of bitstreams: 1 Mariangela TESE OUTUBRO 2019.pdf: 1707663 bytes, checksum: e260d5fba22473152a1f35fb76a1659e (MD5)Made available in DSpace on 2019-10-30T14:35:03Z (GMT). No. of bitstreams: 1 Mariangela TESE OUTUBRO 2019.pdf: 1707663 bytes, checksum: e260d5fba22473152a1f35fb76a1659e (MD5) Previous issue date: 2019-04-25Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPESapplication/pdfhttp://tede2.pucrs.br:80/tede2/retrieve/177080/Mariangela%20TESE%20OUTUBRO%202019.pdf.jpgporPontif?cia Universidade Cat?lica do Rio Grande do SulPrograma de P?s-Gradua??o em Educa??oPUCRSBrasilEscola de HumanidadesEduca??o InclusivaForma??o DocenteFatores MotivacionaisCIENCIAS HUMANAS::EDUCACAOMotiva??o docente para educa??o inclusivainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisTrabalho n?o apresenta restri??o para publica??o835114043944023484500500500600-6557531471218110192-2403458189103523673590462550136975366info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_RSinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSTHUMBNAILMariangela TESE OUTUBRO 2019.pdf.jpgMariangela TESE OUTUBRO 2019.pdf.jpgimage/jpeg5510http://tede2.pucrs.br/tede2/bitstream/tede/8996/4/Mariangela+TESE+OUTUBRO+2019.pdf.jpgadcaeaacec5767520e03de98afbe9e6cMD54TEXTMariangela TESE OUTUBRO 2019.pdf.txtMariangela TESE OUTUBRO 2019.pdf.txttext/plain437654http://tede2.pucrs.br/tede2/bitstream/tede/8996/3/Mariangela+TESE+OUTUBRO+2019.pdf.txtd1dafd1a31ac8e9e5f846816b909a3f3MD53ORIGINALMariangela TESE OUTUBRO 2019.pdfMariangela TESE OUTUBRO 2019.pdfapplication/pdf1707663http://tede2.pucrs.br/tede2/bitstream/tede/8996/2/Mariangela+TESE+OUTUBRO+2019.pdfe260d5fba22473152a1f35fb76a1659eMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-8590http://tede2.pucrs.br/tede2/bitstream/tede/8996/1/license.txt220e11f2d3ba5354f917c7035aadef24MD51tede/89962019-10-30 13:00:44.267oai:tede2.pucrs.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.pucrs.br/tede2/PRIhttps://tede2.pucrs.br/oai/requestbiblioteca.central@pucrs.br||opendoar:2019-10-30T15:00:44Biblioteca Digital de Teses e Dissertações da PUC_RS - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.por.fl_str_mv |
Motiva??o docente para educa??o inclusiva |
title |
Motiva??o docente para educa??o inclusiva |
spellingShingle |
Motiva??o docente para educa??o inclusiva Homem, Mariangela Pozza Educa??o Inclusiva Forma??o Docente Fatores Motivacionais CIENCIAS HUMANAS::EDUCACAO |
title_short |
Motiva??o docente para educa??o inclusiva |
title_full |
Motiva??o docente para educa??o inclusiva |
title_fullStr |
Motiva??o docente para educa??o inclusiva |
title_full_unstemmed |
Motiva??o docente para educa??o inclusiva |
title_sort |
Motiva??o docente para educa??o inclusiva |
author |
Homem, Mariangela Pozza |
author_facet |
Homem, Mariangela Pozza |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Santos, Bettina Steren dos |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3740903204981170 |
dc.contributor.author.fl_str_mv |
Homem, Mariangela Pozza |
contributor_str_mv |
Santos, Bettina Steren dos |
dc.subject.por.fl_str_mv |
Educa??o Inclusiva Forma??o Docente Fatores Motivacionais |
topic |
Educa??o Inclusiva Forma??o Docente Fatores Motivacionais CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The present work proposes a study on teacher motivation and inclusive education. The research presented here is justified by the scope of the theme and by the fact that much has been discussed about equal rights for all. The purpose of this proposal is to analyze how the effects of teacher motivation affect the school context of students with disabilities and / or special educational needs in the regular school system. As specific objectives we intend to mention, based on observations and data provided by the teachers, the reasons that are present in their pedagogical actions that contribute to this context; identify teacher motivational effects; to verify the strategies used by the teachers that contribute to this process. The methodology used is the multiple case study, with 11 teachers, in a private school in Porto Alegre. This study is based on a qualitative approach, using the semistructured interview, observations and data provided by the teachers in the daily classroom. One of the theoretical references used is Genetic Epistemology and the contributions of Vygotsky's Socio-historical theory (1999). It should be noted that the project also encompasses Vygotsky's (1999) ideas regarding the issue of development and the social relation of the individual. In relation to the studies of Inclusive Education, I am based on the studies of Mazzotta (1973), Januzzi (2006) Kassar (2008), Carvalho (2011), Rozek (2010), Baptista (2011), Mittler (2003). With regard to teacher training, N?voa (1995), Tardif (2012), Sch?n (1995), Sacrist?n (1998), and Pimenta (2011) and Carvalho (2011) allow a dialogue on the theme. The contributions came from different authors focused on the observation of teacher motivation such as Huertas (2001), Santos (2007), Jesus (1996), Deci and Ryan (2000) and Tapia (2015). I also emphasize the contributions of Freire (1980/2011) and Maturana and D'Avila (2009) in the studies of teaching practice. All authors served as a support for the interweaving of discursive textual analysis, contributing to the main focus of our research: the insertion of an inclusive perspective in our society. From the study, four categories were found, which contributed to the data analysis: teaching practice, school inclusion, continuing education and motivation. The conclusions indicate that teachers present knowledge about the reality of our inclusive schools, as well as the importance of teacher motivation in this process, in order to encourage the involvement and development of students with special educational needs and/or disabilities. |
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2019 |
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2019-04-25 |
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