O professor de educação especial, sua formação e a inclusão escolar do aluno cego : um estudo de caso.
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Data
2017-07-10
Autores
Manga, Vanessa Pita Barreira Burgos
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Editor
Universidade Federal do Espírito Santo
Resumo
This thesis deals with the understanding of the aspects related to the continuing
teacher education of the Special Education teacher and the situation of school
and social inclusion of the blind student, regularly enrolled in the 6th year of
Elementary School. The field school where the study was given belongs to the
municipal education system of Vila Velha, in the State of Espírito Santo. The
research carried out is of a qualitative nature and its design is based on a case
study. The procedures used for data collection were semistructured interviews
(with audio capture), spontaneous observations (with journal writing by the
researcher and photographic records), a bibliographical and documentary
survey compatible with the subject studied. The subjects participating in this
study were: the Special Education teacher (main subject), the blind student, the
pedagogue and the director. The research advanced in order to permeate the
issues related to the continuing education process of the Special Education
teacher and its possible implications for the schooling of the blind student, in the
perspective of identification and analysis of the classroom routine (mainly in the
scope of specialized educational service) , The methodologies applied to the
student's teaching, as well as the interpersonal relationships experienced in the
school environment; As well as questions about the evaluative process to which
the learner is subjected and regarding their orientation and mobility. The
analyzes developed were based on the socio-historical perspective, essentially
vigotskian, in an attempt to understand, in the guise of social experiences, the
perception of the subjects of this study about the continued teacher training and
the schooling of the blind student, in the perspective of inclusion, the Which
facilitated the formation of reflections that corroborate the importance of teacher
training (initial and continued) for the instructional process of blind children,
including the indissociation of personal-professional profiles.
Descrição
Palavras-chave
Blindness , Visual impairment , Special and inclusive education , Initial and continuing theacher training , Formação docente inicial e continuada
Citação
MANGA, Vanessa Pita Barreira Burgos. O professor de educação especial, sua formação e a inclusão escolar do aluno cego: um estudo de caso. 2017. 208 f. Tese (Doutorado em Educação) - Programa de Pós-Graduação em Educação, Universidade Federal do Espírito Santo, Centro de Educação, Vitória, 2017.