Programa de Pós-Graduação em Educação Inclusiva - PROFEI

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Navegando Programa de Pós-Graduação em Educação Inclusiva - PROFEI por Assunto ": Educação inclusiva"

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    Proposta formativa para professores da rede municipal de ensino na perspectiva da Educação Inclusiva
    (Universidade Estadual do Paraná, 2022-10-24) Lima, Tatiana de; Silva, Sandra Salete de Camargo; https://lattes.cnpq.br/7044281324055317; https://lattes.cnpq.br/9401227006406867; Silva, Sandra Salete de Camargo; https://lattes.cnpq.br/7044281324055317; Bondezan, Andreia Nakamura; https://lattes.cnpq.br/9661846112727279; Silva, Eliane Paganini da; https://lattes.cnpq.br/5103036346581478
    School inclusion must be broadly discussed in a way that it effectively happens, instead of only being written down on paper. We must promote this debate at schools, (re)thinking our practices, understanding the path that brought us here and looking for methodological approaches that allow teachers to reach everyone in their specificities, to achieve the constitutional guarantee of providing equal education for all. We know that we are constantly learning and aim to improve our performance through training. Although there are laws that guarantee the professional improvement and capacitation, it is known that there is little focus on continuous teacher’s training to work from the Inclusive Education perspective. This research’s main objective is to understand the current needs for continuous teacher’s training from an inclusive teaching perspective in Paulo Frontin’s city educational system. In the research development, we adopted the qualitative approach, based on bibliographic and documental review, with the support of data collection, due to that it is consider a participative and exploratory study. It took place in Paulo Frontin and focused on the city’s teaching proposals for teacher’s training, in an inclusive perspective. We used an online questionnaire to collect information that directed the continuous teacher’s training proposal, which demanded activities such as reading, online meetings and workshops. The theoretical results were integrated to the e-book arrangement entitled Continuous Teacher’s Training for Inclusion: paths and important information (Formação Continuada para a Inclusão: percursos e saberes necessários), within a collaborative formative proposal for teachers, constituting a guide with methodological alternatives and planning strategies for teacher training groups. The proposal was applied with the teachers of the municipality and the results gathered indicate that the continuous teacher’s training for Inclusive Education is not enough yet. A reorganization of public policies regarding collaborative teaching is necessary. We noticed that teachers from elementary school must get closer to the Inclusive Education content and debate, and exchange experiences with one another, in a way that facilitates the school inclusion in their daily practices. The bibliography comprehends the studies of Bueno (1996), Januzzi (2006), Kassar (2011), Mazzota (2011), Mendes (2010), Prieto (2006) and others. We understand that teachers are a central piece when it comes to school inclusion.