Inclusão na educação profissional: um estudo de caso sobre a formação docente para atuar com alunos com deficiência

• Ano de defesa: 2021
• Autor(a) principal: Harami, Fabiana Fernandes
• Orientador(a): Faria, Elisabeth Cristina de
• Banca de defesa: Faria, Elisabeth Cristina de, Gonçalves Júnior, Marcos Antonio, Lima, Luciano Feliciano de, Mendes, Waléria Batista da Silva Vaz
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Ensino na Educação Básica (CEPAE)
• Departamento: Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG)
• País: Brasil
• Palavras-chave em Português: Educação profissional; Ensino; Formação docente; Educação inclusiva
• Palavras-chave em Inglês: Professional education; Teaching; Teacher training; Inclusive education
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/11930

This dissertation presents a research carried out within the scope of the Stricto Sensu Professional Master's Course of the Graduate Program in Teaching in Basic Education of the Center for Teaching and Applied Research Applied to Education of the Federal University of Goiás - PPGEEB/CEPAE/UFG, whose objective was to investigate the pedagogical work of professional education teachers in relation to the inclusion of students with disabilities in professional courses at the technical level. From the investigative question: How are the words and actions of professional education teachers regarding the inclusion of students with disabilities in technical level courses? A case study was carried out with eight teachers who work in the public and private network of professional education in Goiás, represented by the institutions: IFG, ITEGO/Pronatec, SENAC and SENAI. A theoretical foundation was based mainly on TARDIF (2014), MANTOAN (2015), ORRÚ (2017), FREIRE (2015) and SAVIANI (2008). Initially, it was applied an online questionnaire followed by a focus group (webconference) to deepen the discussions about teacher training and inclusive education, using a qualitative approach based on BARDIN (2016), TRIVIÑOS (1987) and BOGDAN & BIKLEN (1994). As a result, the research identified most participants recognize that they are not prepared to attend, with quality, students with disabilities, either due to lack of specific preparation, pedagogical training, emotional overload or lack of support from the institution, which does not always offer adequate conditions to receive these students and monitor the teaching work. Thus, based on the identified needs, an educational product was elaborated, a book in the form of an e-book, entitled Inclusive Professional Education: material aimed at teacher training in an inclusive perspective, which addresses the types of disabilities, legislation and suggestions for materials to deepen the reflections on the theme.