O trabalho das professoras de educação especial na educação profissional e tecnológica
Ano de defesa: | 2023 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
Colégio Técnico Industrial de Santa Maria |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação Profissional e Tecnológica
|
Departamento: |
Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/29279 |
Resumo: | This study has been developed by the Post Graduation Program in Professional and Technological Education (PPGEPT) in the context of the Politics and Professional and Technological Management research line. This construct reverberates the reflections between the research groups TransformAção – Study and Research Group on Public Policies and Pedagogical Work in Professional Education, and the Study and Research Group on Special Education and Intellectual Disability (GEPEEDI). It stems from the problematization: what is and how is the work of Special Education teachers in Professional and Technological Education defined (EPT)? The general objective is to analyze what is and how the work of Special Education teachers in Professional and Technological Education is being defined. The specific objectives are: to correlate the Public Policies on inclusion and Professional and Technological Education; to trace the history of the formation of Special Education teachers and the articulation with the Professional and Technological Education; to get to know the Special Education teachers involved in the Professional and Technological Education in the Federal Institutes of Rio Grande do Sul state (RS); to understand the work of Special Education teachers in the Professional and Technological Education field of a Federal Institute of Rio Grande do Sul. This is a study with a qualitative approach, whose data was produced through documentary research, descriptive analysis of previous studies, and from a questionnaire on Google Forms, and interviews. The research subjects were the Special Education teachers who work in the Professional Education of the Federal Institutes of Rio Grande do Sul. The interlocutors are seven professors graduated in Special Education from the Federal University of Santa Maria (UFSM). In an interval of 15 years, they have all continued with their studies and postgraduation. Data analysis was based on Content Analysis (BARDIN, 2011). Three categories were predefined and have permeated the entire study: Initial Training, Professional and Technological Education, and Work. As the results of the research, it is perceived that there are several factors yet to be encouraged by intertwining the context and the public policies from the analysis of the three categories defined a priori, although it is possible to observe a growth and appreciation of the inclusion in EPT and of the Special Education teacher in EPT. With this research, the debates on the interface Special Education and Technological Education and Special Education were expanded and so was the visibility of the work and the challenges of the Special Education teacher. The articulations were also highlighted as a way to incentive the pedagogical and formative work of teachers of all areas, and to guarantee education with qualified professionals to the students with disabilities in the contexts of the EPT; and in the perspective of an access, permanence and success policy in their schooling and professionalization. Therefore, it is necessary to expand studies on the work and pedagogical work of the Special Education teacher so that the inclusion policy is effected and expanded in the Professional Education Network. |
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2023-06-01T16:46:24Z2023-06-01T16:46:24Z2023-03-16http://repositorio.ufsm.br/handle/1/29279This study has been developed by the Post Graduation Program in Professional and Technological Education (PPGEPT) in the context of the Politics and Professional and Technological Management research line. This construct reverberates the reflections between the research groups TransformAção – Study and Research Group on Public Policies and Pedagogical Work in Professional Education, and the Study and Research Group on Special Education and Intellectual Disability (GEPEEDI). It stems from the problematization: what is and how is the work of Special Education teachers in Professional and Technological Education defined (EPT)? The general objective is to analyze what is and how the work of Special Education teachers in Professional and Technological Education is being defined. The specific objectives are: to correlate the Public Policies on inclusion and Professional and Technological Education; to trace the history of the formation of Special Education teachers and the articulation with the Professional and Technological Education; to get to know the Special Education teachers involved in the Professional and Technological Education in the Federal Institutes of Rio Grande do Sul state (RS); to understand the work of Special Education teachers in the Professional and Technological Education field of a Federal Institute of Rio Grande do Sul. This is a study with a qualitative approach, whose data was produced through documentary research, descriptive analysis of previous studies, and from a questionnaire on Google Forms, and interviews. The research subjects were the Special Education teachers who work in the Professional Education of the Federal Institutes of Rio Grande do Sul. The interlocutors are seven professors graduated in Special Education from the Federal University of Santa Maria (UFSM). In an interval of 15 years, they have all continued with their studies and postgraduation. Data analysis was based on Content Analysis (BARDIN, 2011). Three categories were predefined and have permeated the entire study: Initial Training, Professional and Technological Education, and Work. As the results of the research, it is perceived that there are several factors yet to be encouraged by intertwining the context and the public policies from the analysis of the three categories defined a priori, although it is possible to observe a growth and appreciation of the inclusion in EPT and of the Special Education teacher in EPT. With this research, the debates on the interface Special Education and Technological Education and Special Education were expanded and so was the visibility of the work and the challenges of the Special Education teacher. The articulations were also highlighted as a way to incentive the pedagogical and formative work of teachers of all areas, and to guarantee education with qualified professionals to the students with disabilities in the contexts of the EPT; and in the perspective of an access, permanence and success policy in their schooling and professionalization. Therefore, it is necessary to expand studies on the work and pedagogical work of the Special Education teacher so that the inclusion policy is effected and expanded in the Professional Education Network.Este estudo foi desenvolvido no Programa de Pós-Graduação em Educação Profissional e Tecnológica (PPGEPT), dentro do contexto da linha de pesquisa Políticas e Gestão em Educação Profissional e Tecnológica. A construção reverbera as reflexões entre os grupos de pesquisa TransformAção – Grupo de Estudos e Pesquisas sobre Políticas Públicas e Trabalho Pedagógico na Educação Profissional e Grupo de Estudos e Pesquisas em Educação Especial e Deficiência Intelectual (GEPEEDI). Parte-se da problematização: qual é e como se configura o trabalho das professoras de Educação Especial na Educação Profissional e Tecnológica (EPT)? Como objetivo geral, buscou-se analisar qual é e como se configura o trabalho das professoras de Educação Especial na Educação Profissional e Tecnológica. Como objetivos específicos, buscou-se: correlacionar as Políticas Públicas de inclusão e de Educação Profissional e Tecnológica; historicizar a formação dos professores de Educação Especial e a articulação com a Educação Profissional e Tecnológica; conhecer as professoras da Educação Especial envolvidas com a Educação Profissional e Tecnológica nos Institutos Federais do Rio Grande do Sul (RS); compreender o trabalho das professoras de Educação Especial na Educação Profissional e Tecnológica em um Instituto Federal do Rio Grande do Sul. Este é um estudo com abordagem qualitativa, cuja produção de dados ocorreu por meio de pesquisa documental, análise descritiva de estudos anteriores e de dados produzidos a partir de questionário pelo Google Forms e entrevistas. Os sujeitos da pesquisa foram as professoras de Educação Especial que atuam na Educação Profissional dos Institutos Federais do Rio Grande do Sul. São sete professoras interlocutoras da pesquisa, todas formadas em Educação Especial pela Universidade Federal de Santa Maria (UFSM). Em um intervalo de 15 anos, todas continuaram com os estudos e fizeram pós-graduação. A análise dos dados amparou-se na Análise de Conteúdo (BARDIN, 2011). Três categorias foram predefinidas e perpassaram todo o estudo: Formação Inicial, Educação Profissional e Tecnológica, e Trabalho. Como resultados da pesquisa, percebe-se que há vários fatores ainda a serem incentivados ao entrelaçar o contexto e as políticas públicas a partir da análise das três categorias definidas a priori, ainda que seja possível constatar um crescimento e valorização da inclusão na Educação Profissional e Tecnológica e do professor de Educação Especial na EPT. Com esta pesquisa, foram ampliados os debates na interface Educação Profissional e Tecnológica e Educação Especial e, com isso, a visibilidade do trabalho e dos desafios do professor de Educação Especial. Também foram destacadas as articulações a fim de incentivar o trabalho pedagógico e formativo dos professores de todas as áreas, e a garantia de estudos com profissionais qualificados para os estudantes com deficiência nos contextos da EPT e na perspectiva de uma política de acesso, permanência e sucesso em sua escolarização e profissionalização. Há, portanto, de se ampliar os estudos sobre o trabalho e o trabalho pedagógico do professor de Educação Especial para que, de fato, a política de inclusão se efetive e amplie na Rede de Educação Profissional.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESporUniversidade Federal de Santa MariaColégio Técnico Industrial de Santa MariaPrograma de Pós-Graduação em Educação Profissional e TecnológicaUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEducação especialEducação profissionalPolítica públicaTrabalhoFormação inicialSpecial educationProfessional educationPublic policyWorkInitial trainingCNPQ::CIENCIAS HUMANAS::EDUCACAOO trabalho das professoras de educação especial na educação profissional e tecnológicainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisMaraschin, Mariglei Severohttp://lattes.cnpq.br/4397982308559255Castro, Sabrina Fernandes deCastaman, Ana SaraCamatti, Lianehttp://lattes.cnpq.br/7208411020242063Pôrto, Yasmine Espindola7008000000066006006006006006006b7d3239-4b12-42e2-bada-fc71f331ce4be36885c0-29b2-46d2-ac2b-08b02c1a2f984bfb2188-e0c8-415c-beb5-55a2c564fb902ac9ff11-13d6-4a7e-9e81-4adbf9f2940c9bca75a2-272b-440a-9563-f3659b8424dbreponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGEPT_2023_PORTO_YASMINE.pdfDIS_PPGEPT_2023_PORTO_YASMINE.pdfDissertação de Mestradoapplication/pdf1798583http://repositorio.ufsm.br/bitstream/1/29279/1/DIS_PPGEPT_2023_PORTO_YASMINE.pdfa937b2ce7ca43f7ddbe5beba2172bf2dMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.ufsm.br/bitstream/1/29279/2/license_rdf4460e5956bc1d1639be9ae6146a50347MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81956http://repositorio.ufsm.br/bitstream/1/29279/3/license.txt2f0571ecee68693bd5cd3f17c1e075dfMD531/292792023-06-01 13:46:24.239oai:repositorio.ufsm.br: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 Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2023-06-01T16:46:24Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
O trabalho das professoras de educação especial na educação profissional e tecnológica |
title |
O trabalho das professoras de educação especial na educação profissional e tecnológica |
spellingShingle |
O trabalho das professoras de educação especial na educação profissional e tecnológica Pôrto, Yasmine Espindola Educação especial Educação profissional Política pública Trabalho Formação inicial Special education Professional education Public policy Work Initial training CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
O trabalho das professoras de educação especial na educação profissional e tecnológica |
title_full |
O trabalho das professoras de educação especial na educação profissional e tecnológica |
title_fullStr |
O trabalho das professoras de educação especial na educação profissional e tecnológica |
title_full_unstemmed |
O trabalho das professoras de educação especial na educação profissional e tecnológica |
title_sort |
O trabalho das professoras de educação especial na educação profissional e tecnológica |
author |
Pôrto, Yasmine Espindola |
author_facet |
Pôrto, Yasmine Espindola |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Maraschin, Mariglei Severo |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4397982308559255 |
dc.contributor.advisor-co1.fl_str_mv |
Castro, Sabrina Fernandes de |
dc.contributor.referee1.fl_str_mv |
Castaman, Ana Sara |
dc.contributor.referee2.fl_str_mv |
Camatti, Liane |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7208411020242063 |
dc.contributor.author.fl_str_mv |
Pôrto, Yasmine Espindola |
contributor_str_mv |
Maraschin, Mariglei Severo Castro, Sabrina Fernandes de Castaman, Ana Sara Camatti, Liane |
dc.subject.por.fl_str_mv |
Educação especial Educação profissional Política pública Trabalho Formação inicial |
topic |
Educação especial Educação profissional Política pública Trabalho Formação inicial Special education Professional education Public policy Work Initial training CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Special education Professional education Public policy Work Initial training |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This study has been developed by the Post Graduation Program in Professional and Technological Education (PPGEPT) in the context of the Politics and Professional and Technological Management research line. This construct reverberates the reflections between the research groups TransformAção – Study and Research Group on Public Policies and Pedagogical Work in Professional Education, and the Study and Research Group on Special Education and Intellectual Disability (GEPEEDI). It stems from the problematization: what is and how is the work of Special Education teachers in Professional and Technological Education defined (EPT)? The general objective is to analyze what is and how the work of Special Education teachers in Professional and Technological Education is being defined. The specific objectives are: to correlate the Public Policies on inclusion and Professional and Technological Education; to trace the history of the formation of Special Education teachers and the articulation with the Professional and Technological Education; to get to know the Special Education teachers involved in the Professional and Technological Education in the Federal Institutes of Rio Grande do Sul state (RS); to understand the work of Special Education teachers in the Professional and Technological Education field of a Federal Institute of Rio Grande do Sul. This is a study with a qualitative approach, whose data was produced through documentary research, descriptive analysis of previous studies, and from a questionnaire on Google Forms, and interviews. The research subjects were the Special Education teachers who work in the Professional Education of the Federal Institutes of Rio Grande do Sul. The interlocutors are seven professors graduated in Special Education from the Federal University of Santa Maria (UFSM). In an interval of 15 years, they have all continued with their studies and postgraduation. Data analysis was based on Content Analysis (BARDIN, 2011). Three categories were predefined and have permeated the entire study: Initial Training, Professional and Technological Education, and Work. As the results of the research, it is perceived that there are several factors yet to be encouraged by intertwining the context and the public policies from the analysis of the three categories defined a priori, although it is possible to observe a growth and appreciation of the inclusion in EPT and of the Special Education teacher in EPT. With this research, the debates on the interface Special Education and Technological Education and Special Education were expanded and so was the visibility of the work and the challenges of the Special Education teacher. The articulations were also highlighted as a way to incentive the pedagogical and formative work of teachers of all areas, and to guarantee education with qualified professionals to the students with disabilities in the contexts of the EPT; and in the perspective of an access, permanence and success policy in their schooling and professionalization. Therefore, it is necessary to expand studies on the work and pedagogical work of the Special Education teacher so that the inclusion policy is effected and expanded in the Professional Education Network. |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-06-01T16:46:24Z |
dc.date.available.fl_str_mv |
2023-06-01T16:46:24Z |
dc.date.issued.fl_str_mv |
2023-03-16 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/29279 |
url |
http://repositorio.ufsm.br/handle/1/29279 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
700800000006 |
dc.relation.confidence.fl_str_mv |
600 600 600 600 600 600 |
dc.relation.authority.fl_str_mv |
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dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Colégio Técnico Industrial de Santa Maria |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação Profissional e Tecnológica |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Colégio Técnico Industrial de Santa Maria |
dc.source.none.fl_str_mv |
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