A Educação Inclusiva: um Estudo sobre a Formação Docente

Abstract

RESUMO a lacuna na formação de professores é apontada por vários autores como uma das dificuldades mais significativas para a efetivação do processo de inclusão. Em decorrência de questão tão pertinente a presente pesquisa teve por objetivo investigar a formação em educação inclusiva de professores da rede pública que atuam com crianças com deficiência, em escolas regulares do ensino fundamental. Foram entrevistados 52 professores sendo: 25 professoras regentes, 17 professoras apoio e 10 professores de educação física. As entrevistas foram gravadas e transcritas. Utilizou-se a análise de conteúdo e, como referencial teórico, o Modelo Bioecológico de Desenvolvimento Humano. No que diz respeito à formação dos docentes, categorias de análises foram identificadas: o reconhecimento da importância da formação pelos docentes, a angústia pela percepção de formação insuficiente, a busca pela formação continuada ou ainda por especializações através de cursos e até mesmo pós-graduação como forma de preencher essa lacuna, crítica ao conteúdo das disciplinas cursadas, formação como facilidade de acesso à informação, distância entre teoria e prática. A inclusão de crianças com deficiência no contexto das escolas regulares ainda tem muito a avançar, principalmente no que diz respeito à formação dos professores que se relacionam diretamente com essas crianças.

As Emoções do Professor Frente ao Processo de Inclusão Escolar: uma Revisão Sistemática

“…All selected studies were within the scope of school inclusion, addressing themes that included teacher education (Tavares et al, 2016;Toledo & Vitaliano, 2012); identification of factors necessary for inclusion and its implementation (Dias et al, 2015;Briant & Oliver, 2012); conceptions and social representations of teachers (Monteiro & Manzini, 2008;Musis & Carvalho, 2010;Silveira et al, 2012); discourses (Oliveira-Menegotto et al, 2010) and teacher attitudes (Crochík et al, 2011); and the relations of subjectivation of teachers in the process of school inclusion (Gomes & Souza, 2012).…”

“…These aspects included studies aimed at teacher education for inclusion (Tavares et al, 2016;Toledo & Vitaliano, 2012) and the positioning of teachers from the advantages and disadvantages perceived in the inclusive process (Crochík et al, 2011). Discourses (Oliveira-Menegotto et al, 2010) and conceptions of teachers towards school inclusion (Musis & Carvalho, 2010;Silveira et al, 2012) were analyzed, observing if these conceptions were modified after the work with inclusion in the classroom (Monteiro & Manzini, 2008).…”

“…The effectiveness of school inclusion in Brazilian schools has been a process marked by the contradiction between the determinated and the executed (Gomes & Souza, 2012;Oliveira-Menegotto, Martini, & Lipp, 2010;Tavares, Santos, & Freitas, 2016). Although the legislation has favored access and permanence of students with special educational needs to the regular system of education, many schools still face difficulties in achieving inclusion.…”

“…Although the legislation has favored access and permanence of students with special educational needs to the regular system of education, many schools still face difficulties in achieving inclusion. The lack of specific education and the unpreparedness of the teacher have often been pointed out as factors that hinder school inclusion (Briant & Oliver, 2012;Gomes & Souza, 2012;Musis & Carvalho, 2010;Oliveira-Menegotto et al, 2010;Tavares et al, 2016). The teacher's preparation for inclusion, in general, refers to academic education; in this sense, it is suggested that the difficulties in relation to inclusive work could be minimized through educational courses, training courses and continuing education (Briant & Oliver, 2012;Dias, Rosa, & Andrade, 2015;Gomes & Souza, 2012;Silveira, Enumo, & Rosa, 2012;Tavares et al, 2016).…”

“…The lack of specific education and the unpreparedness of the teacher have often been pointed out as factors that hinder school inclusion (Briant & Oliver, 2012;Gomes & Souza, 2012;Musis & Carvalho, 2010;Oliveira-Menegotto et al, 2010;Tavares et al, 2016). The teacher's preparation for inclusion, in general, refers to academic education; in this sense, it is suggested that the difficulties in relation to inclusive work could be minimized through educational courses, training courses and continuing education (Briant & Oliver, 2012;Dias, Rosa, & Andrade, 2015;Gomes & Souza, 2012;Silveira, Enumo, & Rosa, 2012;Tavares et al, 2016). Also pointed out as a facilitating strategy for school inclusion, is the constitution of groups and work teams, through which teachers and school administrators could act collaboratively, offering support and mutual assistance in the course of the inclusion process (Briant & Oliver, 2012;Crochík, Pedrossian, Anache, Meneses, & Lima, 2011;Dias et al, 2015;Oliveira-Menegotto et al, 2010;Toledo & Vitaliano, 2012).…”