A formação continuada de professores no contexto da educação inclusiva na rede municipal de educação de Goiânia

• Ano de defesa: 2024
• Autor(a) principal: Silva, Karine Barbosa da
• Orientador(a): Reis, Marlene Barbosa de Freitas
• Banca de defesa: Freitas, Carla Conti de , Almeida, Liliane Barros de , Purificação, Marcelo Máximo da , Gomes, Selma Regina , Reis, Marlene Barbosa de Freitas
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Goiás
• Programa de Pós-Graduação: UEG ::Programa de Pós-Graduação Stricto sensu em Educação
• Departamento: UEG ::Coordenação de Mestrado em Educação
• País: Brasil
• Palavras-chave em Português: Formação continuada de professores; Inclusão escolar; Necessidades Educativas Especiais; NEE
• Palavras-chave em Inglês: Continuing Teacher Training; School Inclusion; Special Educational Needs
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO; TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL
• Link de acesso: http://www.bdtd.ueg.br/handle/tede/1628

This dissertation was presented to the Postgraduate Program in Education – PPGE, at the State University of Goiás, in research line 2: Culture, School and Training. The research presents the continuing education of teachers from an inclusive perspective and its relevance for implementing inclusion in the school environment. The question that guided this investigation was: What are the contributions and challenges encountered in the continued training of teachers who work in inclusive education in the municipal education network of Goiânia? The general objective of the study is to elucidate the contributions and challenges encountered in the continued training of teachers who work in inclusive education in the Municipal Education Network of Goiânia. The specific objectives are: to characterize the history of special and inclusive education in Brazil since the 1990s, as well as the legal frameworks and public policies to guarantee students' rights to inclusion; understand the guiding proposal for inclusive education from the Municipal Department of Education of Goiânia in terms of teacher training and assistance to SEN students; and, verify the conceptions of inclusive education of teachers who work at CMAI and teachers who work in basic education. Regarding methodology, the study is characterized by research with a qualitative approach, with a phenomenological, bibliographic and documentary approach. To this end, field research was carried out in which theoretical interpretations were developed, as well as semi-structured interviews with 11 (eleven) teachers who work in three different institutions: Gerfor, CMAI and a regular education school in the municipal education network in the city of Goiânia- GO. The interpretation of the collected data was based on Minayo's hermeneutics-dialectics (2002; 2014). The work is based on authors who develop studies related to the topic of this research, such as: Freire (2019), Oliveira (2022) and Reis (2013), who supported the discussion about continued training; Candau and Oliveira (2010), Mantoan (2003; 2011; 2022) and Mantoan and Lanuti (2022) were important for reflections on inclusive practices; Freire (1967; 1987; 2009; 2019; 2021), supports the discussion about humanizing education; Candau and Oliveira (2010), Freire (1987) (Reis (2021), Walsh (2009) were fundamental to the discussion between the concepts of alterity, coloniality, decolonization, decoloniality and interculturality. In addition to these authors, legal documents such as the LDB (1996), PNEE (2001), Law for the Inclusion of Persons with Disabilities (2015), official documents from the SME of Goiânia - Guidelines for Inclusive Actions of the Municipal Education Network of Goiânia 2024 and the Continuing Training Policy of the Municipal Department of Education and Sports of Goiânia, among others. The data obtained and its relationship with the theories studied led to the deepening of four categories, namely: implementation of public policies, teacher training and professional performance. The studies carried out allowed us to understand the continued training of teachers from an inclusive perspective in the Municipal Education Network of Goiânia, aspects of the training actions offered by Gerfor and the weaknesses of this process were found. It was also observed the need to expand training actions that meet the demands of professionals at regular education schools and professionals who work at CMAI. Regarding inclusion, the data shows that there are still challenges in implementing inclusive education that guarantees quality learning for all students. Finally, the importance of more research focused on this topic was highlighted so that it can gain more space and new discussions within the school environment.