Forma??o continuada de professores na perspectiva da educa??o inclusiva na Baixada Fluminense
Ano de defesa: | 2016 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal Rural do Rio de Janeiro
|
Programa de Pós-Graduação: |
Programa de P?s-Gradua??o em Educa??o, Contextos Contempor?neos e Demandas Populares
|
Departamento: |
Instituto Multidisciplinar de Nova Igua?u
Instituto de Educa??o |
País: |
Brasil
|
Palavras-chave em Português: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://tede.ufrrj.br/jspui/handle/jspui/1993 |
Resumo: | This thesis aims to analyze the formation of Basic Education teachers for school inclusion in the Baixada Fluminense from a Continuing Training Program. Therefore, we used the methodology of collaborative action research to understand that this would be the best option for a joint work. The research field was the extension course ?Processes of teaching and learning of students with intellectual disabilities?, held by the Observatory Research Group of Special Education and School Inclusion: curricular practices and teaching and learning processes, of the Rural Federal University of Rio de Janeiro, in partnership with the Special Education Municipal Coordination of seven municipalities in the Baixada Fluminense, namely: Belford Roxo, Duque de Caxias, Mesquita, Nil?polis, Nova Igua?u, Queimados and S?o Jo?o de Meriti. The Continuing Training Program was one action of these two projects: a) The education of students with intellectual disabilities: public politics, cognitive processes and evaluation of learning and b) Schooling and development of students with intellectual and multiple disabilities in the Baixada Fluminense. First results showed the precariousness in the training system, mainly with the regard of continuing training in inclusive education offered for professional education of these seven municipalities. The data pointed out that training, in most cases, are for teachers who work with the target audience of inclusive education students, due to a demand, characterizing, mostly for some training on specific themes. Regarding the Program, the data showed that the cultural-historical perspective ? theoretical referencial of this work ? contributed to the desmystification of prejudice toward students with intellectual diabilities, owing to work with the knowledge of their concepts, such as the psychological processes upper and mediation. Finally, we considered as extremely important theoretical and practical Continuing Training, that consider the reality of everyday school life, which is the starting point for the study, the analysis and the reflexion of pedagogical practices. |
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Pletsch, M?rcia Denise891.622.770-49Pletsch, M?rcia DeniseSilveira, Helder Eterno daMendes, Geovana Mendon?a Lunardi140.186.137-76http://lattes.cnpq.br/8991495824174515Ara?jo, Daniele Francisco de2017-08-23T18:25:38Z2016-12-14ARA?JO, Daniele Francisco de. Forma??o continuada de professores na perspectiva da educa??o inclusiva na Baixada Fluminense. 2016. 152 f. Disserta??o (Mestrado em Educa??o) - Instituto de Educa??o / Instituto Multidisciplinar de Nova Igua?u, Universidade Federal Rural do Rio de Janeiro, Nova Igua?u - RJ. 2016.https://tede.ufrrj.br/jspui/handle/jspui/1993This thesis aims to analyze the formation of Basic Education teachers for school inclusion in the Baixada Fluminense from a Continuing Training Program. Therefore, we used the methodology of collaborative action research to understand that this would be the best option for a joint work. The research field was the extension course ?Processes of teaching and learning of students with intellectual disabilities?, held by the Observatory Research Group of Special Education and School Inclusion: curricular practices and teaching and learning processes, of the Rural Federal University of Rio de Janeiro, in partnership with the Special Education Municipal Coordination of seven municipalities in the Baixada Fluminense, namely: Belford Roxo, Duque de Caxias, Mesquita, Nil?polis, Nova Igua?u, Queimados and S?o Jo?o de Meriti. The Continuing Training Program was one action of these two projects: a) The education of students with intellectual disabilities: public politics, cognitive processes and evaluation of learning and b) Schooling and development of students with intellectual and multiple disabilities in the Baixada Fluminense. First results showed the precariousness in the training system, mainly with the regard of continuing training in inclusive education offered for professional education of these seven municipalities. The data pointed out that training, in most cases, are for teachers who work with the target audience of inclusive education students, due to a demand, characterizing, mostly for some training on specific themes. Regarding the Program, the data showed that the cultural-historical perspective ? theoretical referencial of this work ? contributed to the desmystification of prejudice toward students with intellectual diabilities, owing to work with the knowledge of their concepts, such as the psychological processes upper and mediation. Finally, we considered as extremely important theoretical and practical Continuing Training, that consider the reality of everyday school life, which is the starting point for the study, the analysis and the reflexion of pedagogical practices.A presente disserta??o tem por objetivo analisar a forma??o de professores da Educa??o B?sica para a inclus?o escolar na Baixada Fluminense a partir de um Programa de Forma??o Continuada. Para tanto, utilizamos a metodologia da pesquisa-a??o colaborativa por compreendermos que esta seria a melhor op??o para um trabalho conjunto. O campo de pesquisa foi o curso de extens?o ?Processos de ensino e aprendizagem de alunos com defici?ncia intelectual?, realizado pelo grupo de pesquisa Observat?rio de Educa??o Especial e Inclus?o Escolar: pr?ticas curriculares e processos de ensino e aprendizagem, da Universidade Federal Rural do Rio de Janeiro, em parceria com as Coordenadorias Municipais de Educa??o Especial de sete munic?pios da Baixada Fluminense, a saber: Belford Roxo, Duque de Caxias, Mesquita, Nil?polis, Nova Igua?u, Queimados e S?o Jo?o de Meriti. O Programa de Forma??o Continuada foi uma das a??es de dois projetos: a) A escolariza??o de alunos com defici?ncia intelectual: pol?ticas p?blicas, processos cognitivos e avalia??o da aprendizagem e b) Escolariza??o e desenvolvimento de alunos com defici?ncia intelectual e m?ltipla na Baixada Fluminense. Os primeiros resultados apresentaram a precariedade no sistema formativo, sobretudo no que se refere ? forma??o continuada em educa??o especial ofertada para os profissionais da educa??o desses sete munic?pios. Os dados mostraram que as forma??es, em sua maioria, s?o para docentes que atuam com alunos p?blico-alvo da educa??o especial, em virtude de uma demanda; caracterizando-se, em sua maioria, por forma??es pontuais com temas espec?ficos. Com rela??o ao Programa, os dados mostraram que a perspectiva hist?rico-cultural ? referencial te?rico deste trabalho ? muito contribuiu para a desmistifica??o de preconceitos com os alunos com defici?ncia intelectual, tendo em vista o trabalho com o conhecimento de seus conceitos, como os processos psicol?gicos superiores e a media??o pedag?gica. Por fim, consideramos de suma import?ncia forma??es continuadas te?rico-pr?ticas que levem em considera??o a realidade do cotidiano escolar, sendo este o ponto de partida para o estudo, a an?lise e a reflex?o das pr?ticas pedag?gicas.Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-08-23T18:25:38Z No. of bitstreams: 1 2016 - Daniele Francisco de Araujo.pdf: 3805177 bytes, checksum: f71811e3c92b57f9fd8e9e190710b14c (MD5)Made available in DSpace on 2017-08-23T18:25:38Z (GMT). No. of bitstreams: 1 2016 - Daniele Francisco de Araujo.pdf: 3805177 bytes, checksum: f71811e3c92b57f9fd8e9e190710b14c (MD5) Previous issue date: 2016-12-14CAPESapplication/pdfhttps://tede.ufrrj.br/retrieve/60994/2016%20-%20Daniele%20Francisco%20de%20Ara%c3%bajo.pdf.jpgporUniversidade Federal Rural do Rio de JaneiroPrograma de P?s-Gradua??o em Educa??o, Contextos Contempor?neos e Demandas PopularesUFRRJBrasilInstituto Multidisciplinar de Nova Igua?uInstituto de Educa??oBaixada FluminenseEduca??o inclusivaForma??o continuada de professoresEduca??oForma??o continuada de professores na perspectiva da educa??o inclusiva na Baixada FluminenseContinuing training of teachers in the context of inclusive education in the Baixada Fluminenseinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFRRJinstname:Universidade Federal Rural do Rio de Janeiro (UFRRJ)instacron:UFRRJTHUMBNAIL2016 - Daniele Francisco de Ara?jo.pdf.jpg2016 - Daniele Francisco de Ara?jo.pdf.jpgimage/jpeg1943http://localhost:8080/tede/bitstream/jspui/1993/19/2016+-+Daniele+Francisco+de+Ara%C3%BAjo.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD519TEXT2016 - Daniele Francisco de Araujo.pdf.txt2016 - Daniele Francisco de Araujo.pdf.txttext/plain310923http://localhost:8080/tede/bitstream/jspui/1993/17/2016+-+Daniele+Francisco+de+Araujo.pdf.txt3d6a5d1d3b2275d4d517f25e6d37ee5fMD5172016 - Daniele Francisco de Ara?jo.pdf.txt2016 - Daniele Francisco de Ara?jo.pdf.txttext/plain310923http://localhost:8080/tede/bitstream/jspui/1993/20/2016+-+Daniele+Francisco+de+Ara%C3%BAjo.pdf.txt3d6a5d1d3b2275d4d517f25e6d37ee5fMD520ORIGINAL2016 - Daniele Francisco de Ara?jo.pdf2016 - Daniele Francisco de Ara?jo.pdfapplication/pdf3934078http://localhost:8080/tede/bitstream/jspui/1993/2/2016+-+Daniele+Francisco+de+Ara%C3%BAjo.pdfa665cc593dc2aef72209605a006c43d8MD52LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Forma??o continuada de professores na perspectiva da educa??o inclusiva na Baixada Fluminense |
dc.title.alternative.eng.fl_str_mv |
Continuing training of teachers in the context of inclusive education in the Baixada Fluminense |
title |
Forma??o continuada de professores na perspectiva da educa??o inclusiva na Baixada Fluminense |
spellingShingle |
Forma??o continuada de professores na perspectiva da educa??o inclusiva na Baixada Fluminense Ara?jo, Daniele Francisco de Baixada Fluminense Educa??o inclusiva Forma??o continuada de professores Educa??o |
title_short |
Forma??o continuada de professores na perspectiva da educa??o inclusiva na Baixada Fluminense |
title_full |
Forma??o continuada de professores na perspectiva da educa??o inclusiva na Baixada Fluminense |
title_fullStr |
Forma??o continuada de professores na perspectiva da educa??o inclusiva na Baixada Fluminense |
title_full_unstemmed |
Forma??o continuada de professores na perspectiva da educa??o inclusiva na Baixada Fluminense |
title_sort |
Forma??o continuada de professores na perspectiva da educa??o inclusiva na Baixada Fluminense |
author |
Ara?jo, Daniele Francisco de |
author_facet |
Ara?jo, Daniele Francisco de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Pletsch, M?rcia Denise |
dc.contributor.advisor1ID.fl_str_mv |
891.622.770-49 |
dc.contributor.referee1.fl_str_mv |
Pletsch, M?rcia Denise |
dc.contributor.referee2.fl_str_mv |
Silveira, Helder Eterno da |
dc.contributor.referee3.fl_str_mv |
Mendes, Geovana Mendon?a Lunardi |
dc.contributor.authorID.fl_str_mv |
140.186.137-76 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8991495824174515 |
dc.contributor.author.fl_str_mv |
Ara?jo, Daniele Francisco de |
contributor_str_mv |
Pletsch, M?rcia Denise Pletsch, M?rcia Denise Silveira, Helder Eterno da Mendes, Geovana Mendon?a Lunardi |
dc.subject.por.fl_str_mv |
Baixada Fluminense Educa??o inclusiva Forma??o continuada de professores |
topic |
Baixada Fluminense Educa??o inclusiva Forma??o continuada de professores Educa??o |
dc.subject.cnpq.fl_str_mv |
Educa??o |
description |
This thesis aims to analyze the formation of Basic Education teachers for school inclusion in the Baixada Fluminense from a Continuing Training Program. Therefore, we used the methodology of collaborative action research to understand that this would be the best option for a joint work. The research field was the extension course ?Processes of teaching and learning of students with intellectual disabilities?, held by the Observatory Research Group of Special Education and School Inclusion: curricular practices and teaching and learning processes, of the Rural Federal University of Rio de Janeiro, in partnership with the Special Education Municipal Coordination of seven municipalities in the Baixada Fluminense, namely: Belford Roxo, Duque de Caxias, Mesquita, Nil?polis, Nova Igua?u, Queimados and S?o Jo?o de Meriti. The Continuing Training Program was one action of these two projects: a) The education of students with intellectual disabilities: public politics, cognitive processes and evaluation of learning and b) Schooling and development of students with intellectual and multiple disabilities in the Baixada Fluminense. First results showed the precariousness in the training system, mainly with the regard of continuing training in inclusive education offered for professional education of these seven municipalities. The data pointed out that training, in most cases, are for teachers who work with the target audience of inclusive education students, due to a demand, characterizing, mostly for some training on specific themes. Regarding the Program, the data showed that the cultural-historical perspective ? theoretical referencial of this work ? contributed to the desmystification of prejudice toward students with intellectual diabilities, owing to work with the knowledge of their concepts, such as the psychological processes upper and mediation. Finally, we considered as extremely important theoretical and practical Continuing Training, that consider the reality of everyday school life, which is the starting point for the study, the analysis and the reflexion of pedagogical practices. |
publishDate |
2016 |
dc.date.issued.fl_str_mv |
2016-12-14 |
dc.date.accessioned.fl_str_mv |
2017-08-23T18:25:38Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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dc.identifier.citation.fl_str_mv |
ARA?JO, Daniele Francisco de. Forma??o continuada de professores na perspectiva da educa??o inclusiva na Baixada Fluminense. 2016. 152 f. Disserta??o (Mestrado em Educa??o) - Instituto de Educa??o / Instituto Multidisciplinar de Nova Igua?u, Universidade Federal Rural do Rio de Janeiro, Nova Igua?u - RJ. 2016. |
dc.identifier.uri.fl_str_mv |
https://tede.ufrrj.br/jspui/handle/jspui/1993 |
identifier_str_mv |
ARA?JO, Daniele Francisco de. Forma??o continuada de professores na perspectiva da educa??o inclusiva na Baixada Fluminense. 2016. 152 f. Disserta??o (Mestrado em Educa??o) - Instituto de Educa??o / Instituto Multidisciplinar de Nova Igua?u, Universidade Federal Rural do Rio de Janeiro, Nova Igua?u - RJ. 2016. |
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Universidade Federal Rural do Rio de Janeiro |
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