As ações de formação continuada de professores da educação infantil, na perspectiva da inclusão, na rede municipal de ensino de Uberlândia, de 2008 a 2020

• Ano de defesa: 2022
• Autor(a) principal: Rodrigues, Leiliane Soares
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: Educação Infantil; Early Childhood Education; Políticas de formação continuada; Continuing education policies; Educação Inclusiva; Inclusive education; CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL; Educação; Professores - Formação; Professores de educação especial - Formação; Educação especial inclusa; Educação infantil
• Link de acesso: https://repositorio.ufu.br/handle/123456789/36135; http://doi.org/10.14393/ufu.di.2022.5332

School education in Brazil has been changing in recent years. A significant change refers to the care of young children in the Special Education public, welcoming their differences and potential in common educational institutions. In this sense, this research reflects on the need for continuing education and aims to present the continuing education actions of Early Childhood Education teachers developed in the RME of Uberlândia that refer to Inclusive Education in the period from 2008 to 2020. qualitative and exploratory, with data collection through bibliographic research, with reference to the publications of Skliar (2003), Kuhlmann Jr (2015), Imbernón (2010), Nóvoa (2009, 2022), Gatti et al. (2019) and in documental research carried out in the internal archives of the Julieta Diniz Municipal Center for Educational Studies and Projects (Cemepe). The study and discussion of data took place through content analysis by Bardin (1977). This study is relevant in the sense of reflecting on the importance of continuing education offered to professionals, as a significant measure to promote inclusive education in Early Childhood Education. The survey of educational legislation and Cemepe's internal documents made it possible to gather data on the problem and identify that there were some proposals for continuing education for professionals in Early Childhood Education in the Municipal Network. However, in the training proposals between 2008 and 2020 there was a minimal approach to topics related to the inclusion of children in the Special Education public. In the analysis, the recording units were organized into three categories: 1) Governmentality in action, which was subdivided into three sub-items: a) work skills; b) willingness to self-train/update and c) search for innovative practices; 2) Control over teaching thinking and acting, in which three groups of authors were organized based on: a) critical/reflective; b) psychology and c) practitioners; and 3) Between the norm and reality, grouping in which the concepts of disability and special education were focused on the perspectives of; a) clinical view; b) developmental vision and c) Socio-anthropological. The Analysis showed: a) the concern with the development/training to work with children in the special education public – made invisible; b) the centrality of the epistemological basis of psychology in training; c) the subjection and subjectivation of teachers via a fragmented training process - each one in his own little box (dialogue with the same peers, partial view of the whole - causes the mechanical reproduction of the same movement; d) the government of the teacher's action by practical training, fragmented and not very critical/reflective; and e) the exercise of biopower and biopolitics through a training proposal centered on a psychological perspective, with little focus on other aspects of human development such as social, political, cultural and economic. Still, it was latent that there are difficulties in the articulation of the training activities of the teachers of the common classes and the teachers of the Specialized Educational Assistance, to promote the inclusion of all children in the Early Childhood Education institutions. It is noteworthy that the topic still lacks further research and, therefore, this study, in question, may contribute to further investigations.