Transversalidade, inclus?o e pr?ticas pedag?gicas : possibilidades para operacionalizar pol?ticas e repensar curr?culos
Ano de defesa: | 2016 |
---|---|
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/7022 |
Resumo: | This research intends to understand how the faculty from IFSul (Instituto Federal de Educa??o, Ci?ncia e Tecnologia Sul-Rio-Grandense, Brazil) have been attending to the high request of students with some kind of deficiency and how they overcome their lack of knowledge about this matter in their curriculum in order to create pedagogical practices, strategies and resources to give to the students learning opportunities of inclusive form, the organization of their strategies / pedagogical practices, challenges and opportunities in their teaching routine, despite of the multiple identified limits, such as politics, environment or educational ecosystem. The educational ecosystem is composed by managers, teachers, students, parents, collaborators, and they need to know what an inclusive and formative action is so we can have a work resulting in the inclusion of these students with some kind of deficiency. We believe that transversal formative actions may be the way to a teacher formation reflected in pedagogical practices created by teachers. The qualitative research, exploring approach, supported by a case study used as its gathering elements from semi-structured online questionnaires, interview scripts, documents related to law and inclusive politics. The data analysis was made with the usage of Discoursive Textual Analysis proposed by Bardin. The interviews were recorded and later transcribed in order to not only familiarize teachers to the issue as well as to understand what was said and meaning. The results point to a weakness in the formation of teachers to deal with the issue of inclusive education in the perspective of transversality. So, referring to educational process, that means inclusive pedagogical practice, we are poor in deep thought and this can be seen in the curricula in which this topic is referred to fragmentalized. This thesis indicates ways to amplify the discussion related to inclusive politics, possible ways to restructure the formation of teachers to approach in a transversal way, and selects with comments the practices created by the interviewed teachers. We believe that these practices can be references for those who wish or need to work with students with some kind of deficiency. Perhaps the best contribution is to give room for teachers in order to not give up facing the challenge. By doing this, we hope to build a more fraternal society, since studies in this area must be a tool in order to create social changes. |
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Giraffa, Lucia Maria Martins210.534.050-49http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4793786J1623.450.360-87http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4200020Y3Pereira, Andreia Cabral Colares2016-11-03T13:50:33Z2016-08-18http://tede2.pucrs.br/tede2/handle/tede/7022This research intends to understand how the faculty from IFSul (Instituto Federal de Educa??o, Ci?ncia e Tecnologia Sul-Rio-Grandense, Brazil) have been attending to the high request of students with some kind of deficiency and how they overcome their lack of knowledge about this matter in their curriculum in order to create pedagogical practices, strategies and resources to give to the students learning opportunities of inclusive form, the organization of their strategies / pedagogical practices, challenges and opportunities in their teaching routine, despite of the multiple identified limits, such as politics, environment or educational ecosystem. The educational ecosystem is composed by managers, teachers, students, parents, collaborators, and they need to know what an inclusive and formative action is so we can have a work resulting in the inclusion of these students with some kind of deficiency. We believe that transversal formative actions may be the way to a teacher formation reflected in pedagogical practices created by teachers. The qualitative research, exploring approach, supported by a case study used as its gathering elements from semi-structured online questionnaires, interview scripts, documents related to law and inclusive politics. The data analysis was made with the usage of Discoursive Textual Analysis proposed by Bardin. The interviews were recorded and later transcribed in order to not only familiarize teachers to the issue as well as to understand what was said and meaning. The results point to a weakness in the formation of teachers to deal with the issue of inclusive education in the perspective of transversality. So, referring to educational process, that means inclusive pedagogical practice, we are poor in deep thought and this can be seen in the curricula in which this topic is referred to fragmentalized. This thesis indicates ways to amplify the discussion related to inclusive politics, possible ways to restructure the formation of teachers to approach in a transversal way, and selects with comments the practices created by the interviewed teachers. We believe that these practices can be references for those who wish or need to work with students with some kind of deficiency. Perhaps the best contribution is to give room for teachers in order to not give up facing the challenge. By doing this, we hope to build a more fraternal society, since studies in this area must be a tool in order to create social changes.Esta pesquisa buscou compreender como o corpo docente do Instituto Federal de Educa??o, Ci?ncia e Tecnologia Sul-Rio-Grandense ? IFSul vem atendendo ? significativa demanda de estudantes com defici?ncia e como os docentes transpuseram suas lacunas de forma??o espec?fica em seus curr?culos ao criarem pr?ticas pedag?gicas, estrat?gias e recursos para proporcionar aos discentes oportunidades de aprendizagem, organiza??o de suas estrat?gias/pr?ticas pedag?gicas, desafios e oportunidades vivenciadas no seu cotidiano docente, apesar das m?ltiplas limita??es identificadas, tanto em n?vel de pol?ticas, infraestrutura ou ecossistema escolar. O ecossistema escolar ? composto pelos gestores, professores, estudantes, pais, colaboradores, os quais necessitam possuir um entendimento do que seja uma a??o inclusiva e formativa para podermos ter efetivamente um trabalho que resulte na inclus?o deste estudante com algum tipo de defici?ncia. Acreditamos que as a??es formativas transversais sejam o caminho para a forma??o docente, refletidas nas pr?ticas pedag?gicas criadas pelos professores. A pesquisa de cunho qualitativa, abordagem explorat?ria, apoiada em um estudo de caso usou como elementos de coleta de dados question?rios online semiestruturados, roteiros de entrevistas, documentos relacionados ? legisla??o e ? pol?tica de inclus?o. A an?lise de dados foi feita com uso da Analise Textual Discursiva proposta por Bardin. As entrevistas foram gravadas e posteriormente transcritas, objetivando n?o s? a familiariza??o do tema pelo olhar do docente, como tamb?m captar a ess?ncia de tudo que foi dito, seus sentidos e significados. Os resultados apontam a fragilidade na forma??o dos professores para tratara quest?o da educa??o inclusiva na perspectiva da transversalidade. Ou seja, no que se refere a processos educacionais, ao conhecimento de pr?ticas pedag?gicas inclusivas; estamos carentes de profundas reflex?es e isso se percebe nos curr?culos de forma??o de professores, que, quando tratam da quest?o da inclus?o, abordam-na de forma fragmentada. Esta tese aponta indicadores que permitem ampliar a discuss?o relacionada ? pol?tica inclusiva, caminhos poss?veis de reestrutura??o dos curr?culos de forma??o docente para abordar o tema de forma transversal e elenca, de maneira comentada, as pr?ticas criadas pelos docentes entrevistados. Acreditamos que tais pr?ticas podem servir de refer?ncia para aqueles que desejam, ou precisam, trabalhar com estudantes com algum tipo de defici?ncia. Talvez a maior contribui??o tenha sido dar voz e espa?o aos docentes que n?o esmoreceram diante do desafio a eles/elas impostos. Espera-se, assim, contribuir para a constru??o de uma sociedade mais fraterna, uma vez que a pesquisa no campo das ci?ncias humanas pode/deve ser um vetor de aux?lio ? mudan?a social.Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-11-03T13:50:33Z No. of bitstreams: 1 TES_ANDREIA_CABRAL_COLARES_PEREIRA_COMPLETO.pdf: 2215367 bytes, checksum: e7022f0e21f6c45f9fcead24e050f89d (MD5)Made available in DSpace on 2016-11-03T13:50:33Z (GMT). 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dc.title.por.fl_str_mv |
Transversalidade, inclus?o e pr?ticas pedag?gicas : possibilidades para operacionalizar pol?ticas e repensar curr?culos |
title |
Transversalidade, inclus?o e pr?ticas pedag?gicas : possibilidades para operacionalizar pol?ticas e repensar curr?culos |
spellingShingle |
Transversalidade, inclus?o e pr?ticas pedag?gicas : possibilidades para operacionalizar pol?ticas e repensar curr?culos Pereira, Andreia Cabral Colares PEDAGOGIA EDUCA??O INCLUSIVA PROFESSORES - FORMA??O PROFISSIONAL POL?TICAS P?BLICAS EDUCA??O CIENCIAS HUMANAS::EDUCACAO |
title_short |
Transversalidade, inclus?o e pr?ticas pedag?gicas : possibilidades para operacionalizar pol?ticas e repensar curr?culos |
title_full |
Transversalidade, inclus?o e pr?ticas pedag?gicas : possibilidades para operacionalizar pol?ticas e repensar curr?culos |
title_fullStr |
Transversalidade, inclus?o e pr?ticas pedag?gicas : possibilidades para operacionalizar pol?ticas e repensar curr?culos |
title_full_unstemmed |
Transversalidade, inclus?o e pr?ticas pedag?gicas : possibilidades para operacionalizar pol?ticas e repensar curr?culos |
title_sort |
Transversalidade, inclus?o e pr?ticas pedag?gicas : possibilidades para operacionalizar pol?ticas e repensar curr?culos |
author |
Pereira, Andreia Cabral Colares |
author_facet |
Pereira, Andreia Cabral Colares |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Giraffa, Lucia Maria Martins |
dc.contributor.advisor1ID.fl_str_mv |
210.534.050-49 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4793786J1 |
dc.contributor.authorID.fl_str_mv |
623.450.360-87 |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4200020Y3 |
dc.contributor.author.fl_str_mv |
Pereira, Andreia Cabral Colares |
contributor_str_mv |
Giraffa, Lucia Maria Martins |
dc.subject.por.fl_str_mv |
PEDAGOGIA EDUCA??O INCLUSIVA PROFESSORES - FORMA??O PROFISSIONAL POL?TICAS P?BLICAS EDUCA??O |
topic |
PEDAGOGIA EDUCA??O INCLUSIVA PROFESSORES - FORMA??O PROFISSIONAL POL?TICAS P?BLICAS EDUCA??O CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This research intends to understand how the faculty from IFSul (Instituto Federal de Educa??o, Ci?ncia e Tecnologia Sul-Rio-Grandense, Brazil) have been attending to the high request of students with some kind of deficiency and how they overcome their lack of knowledge about this matter in their curriculum in order to create pedagogical practices, strategies and resources to give to the students learning opportunities of inclusive form, the organization of their strategies / pedagogical practices, challenges and opportunities in their teaching routine, despite of the multiple identified limits, such as politics, environment or educational ecosystem. The educational ecosystem is composed by managers, teachers, students, parents, collaborators, and they need to know what an inclusive and formative action is so we can have a work resulting in the inclusion of these students with some kind of deficiency. We believe that transversal formative actions may be the way to a teacher formation reflected in pedagogical practices created by teachers. The qualitative research, exploring approach, supported by a case study used as its gathering elements from semi-structured online questionnaires, interview scripts, documents related to law and inclusive politics. The data analysis was made with the usage of Discoursive Textual Analysis proposed by Bardin. The interviews were recorded and later transcribed in order to not only familiarize teachers to the issue as well as to understand what was said and meaning. The results point to a weakness in the formation of teachers to deal with the issue of inclusive education in the perspective of transversality. So, referring to educational process, that means inclusive pedagogical practice, we are poor in deep thought and this can be seen in the curricula in which this topic is referred to fragmentalized. This thesis indicates ways to amplify the discussion related to inclusive politics, possible ways to restructure the formation of teachers to approach in a transversal way, and selects with comments the practices created by the interviewed teachers. We believe that these practices can be references for those who wish or need to work with students with some kind of deficiency. Perhaps the best contribution is to give room for teachers in order to not give up facing the challenge. By doing this, we hope to build a more fraternal society, since studies in this area must be a tool in order to create social changes. |
publishDate |
2016 |
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2016-11-03T13:50:33Z |
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2016-08-18 |
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