Formação de professores e a inclusão na educação superior : a percepção do professor formador

• Ano de defesa: 2021
• Autor(a) principal: Vargas, Norma Maria Passos
• Orientador(a): Reis, Marlene Barbosa de Freitas
• Banca de defesa: Dittrich, Maria Gloria, Carvalho, Renata R. da Silva, Suanno, João Henrique
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Goiás
• Programa de Pós-Graduação: Programa de Pós-Graduação Interdisciplinar em Educação, Linguagem e Tecnologias (PPG-IELT)
• Departamento: UEG ::Coordenação de Mestrado Interdisciplinar em Educação, Linguagem e Tecnologias
• País: Brasil
• Palavras-chave em Português: Inclusão; Educação Superior; Professor formador
• Palavras-chave em Inglês: Inclusion; Higher education; Teacher trainer
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.bdtd.ueg.br/handle/tede/595

This research has as its theme teacher training and inclusion in higher education. Therefore, the of the teacher is presented. The general objective was to understand the training of working in the Pedagogy degree course at the University Unit of Anápolis to train future teachers for inclusion.The specific objectives were: to describe the perception of teachers teach the Pedagogy course regarding initial and continuing education for inclusion; identify structural conditions of the University Unit of Anápolis, in the conception of the training and managers, to receive and keep the student with a disability; and, investigate the Project of the course (PPC) of degree in Pedagogy, as well as the PDI of UEG - State of Goiás according to the parameters established by the current legislation for education. The study is anchored in the principles of the qualitative approach of nature. A bibliographic and documentary research was carried out and, then, data through questionnaires sent via e-mail to the institution's managers, Unit Coordinator, Pedagogical Coordinator, sectorial Coordinator of the course and, finally, to the teachers of Pedagogy degree course who work in the morning period of the University Unit Anápolis (CSEH). The bibliographic study was based on authors who work in research on the such as: Pimenta and Anastasiou (2014), Reis (2013), Brzezinski (2008), Saviani (2009), (2019), Gatti (2010), Mantoan (2003), Libâneo (2014) among others. The data showed that PPC and PDI are in line with the parameters established by the current legislation for inclusive It was found that between what is written in the analyzed PPC and PDI documents and is actually executed and or offered, there is a certain distance. The results show that the of the teacher educators surveyed in relation to inclusion is still incipient. It turns out the majority of teacher educators are committed and sensitized to the subject of inclusion, they claim that they have not received satisfactory training to work in this type of It was observed that the lack of qualification, in a more specific way, can cause aweakness in the educational process of the Pedagogy course. The results also revealed that the surveyed in the course, as well as the teachers who trained at the Anápolis Unit, precariousness in the physical structure of this unit.