Navegando por Autor "Zanlorenzi, Claudia Maria Petchak"

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    Formação de professores(as): Planejamento colaborativo uma perspectiva inclusiva na educação infantil
    (Universidade Estadual do Paraná, 2029-10-24) Gonçalves Oliveira de, Janaíne; Silva, Sandra Salete de Camargo; Zanlorenzi, Claudia Maria Petchak; https://lattes.cnpq.br/5635517055338323; https://lattes.cnpq.br/7044281324055317; https://lattes.cnpq.br/4979196869362300; Silva, Sandra Salete de Camargo; https://lattes.cnpq.br/7044281324055317; Zanlorenzi, Claudia Maria Petchak; https://lattes.cnpq.br/5635517055338323; Silva, Madalena Pereira da; https://lattes.cnpq.br/0471818332882195; Hummel, Eromi Izabel; https://lattes.cnpq.br/0729013084742634
    The study is part of the research of the Postgraduate Program, Professional Master's in Inclusive Education (PROFEI), of the State University of Paraná. It is part of the research line Practices and Formative Processes of Educators for Inclusive Education, the research is to outline the importance of collaborative planning for inclusive pedagogical practices in a training proposal for Early Childhood Education in the municipal network of Porto União – SC. Specifically, we set out to contextualize the trajectory of the schooling of disabled people in Brazil, in the state of Santa Catarina and in the municipality of Porto União – SC; to conceptualize collaborative planning in Early Childhood Education with an inclusive perspective in continuing education; to identify some legal historical milestones of Early Childhood Education in Brazil, in the state of Santa Catarina and in the municipality of Porto União – SC, from the 1990s onwards; to identify the understanding about planning in Early Childhood Education, as well as the conditions for its elaboration and the possibilities of inclusive alternatives; to present collaborative planning through a formative proposal for inclusive Early Childhood Education. As a research problem, it was observed that there is a lack of articulated planning among the professionals who assist students with disabilities. There is a concern about how to develop collaborative planning with inclusive pedagogical practices that serve all students, within the possibilities and challenges encountered in the school context. Therefore, realizing the importance of collaborative work, the research question is: How can continuing teacher training from the perspective of inclusion contribute to collaborative planning in Early Childhood Education? This research is relevant and original in the educational context because it highlights the need for a proposal that presents positive results within the school context and the revisions of practices aimed at the success in the inclusive process. The research has a qualitative, bibliographical approach. It is exploratory and the interaction with the participants took place through action research. We used a questionnaire as the data collection instrument applied to the participants via Google Forms. The participants in the study were teachers from ordinary schools and Specialized Educational Assistance (SEA), and pedagogues working in Early Childhood Education in the city of Porto União – SC. The theoretical framework is consolidated through the studies of: Damiani (2008); Roldão (2007); Libâneo, (2006); Mazzotta (2005); Silva (2017); Vilaronga; Mendes (2014); Mendes (2023); Oliveira (2023); Nóvoa (2019); Damiani (2008). The educational resource from the Formative Proposal with teachers and school management will be materialized through a formative e-book with theoretical and methodological subsidies and the possibility to promote collaborative planning among Early Childhood Education teachers, aiming to improve pedagogical practices and to strengthen continuing education. The educational resource is an on-site Training Proposal with teachers and school management materialized through an e-book with theoretical methodological subsidies and the possibility to promote collaborative planning among Early Childhood Education teachers, improve pedagogical practices and strengthen continuing education