Política de formação continuada de professores de educação especial em deficiência visual para o atendimento educacional especializado no ensino médio
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Data
2025-08-29
Autores
De Lucas, Flávia Maria
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Editor
Universidade Federal do Espírito Santo
Resumo
This research aims to investigate the continuing education policy for Special Education teachers providing Specialized Educational Services to high school students with visual impairments (blindness, low vision, and monocular vision) working in the Vila Velha Regional Education Superintendence. Interest in this topic is grounded in studies that reveal the diverse and diffuse approaches implemented by Special Education teachers in the teaching and learning processes of students with visual impairments, especially in the final stage of basic education in the Espírito Santo public school system. These approaches reflect the challenges faced by Special Education teachers in carrying out inclusive and high-quality pedagogical practices, underscoring the importance of better understanding this reality. Academic and professional experience in the field, with a focus on inclusive education and the specificities of Specialized Educational Services for visual impairment, also contributed to the choice of this topic, bringing a practical and contextualized perspective to the issues surrounding teacher training. To this end, the investigative actions are highlighted in our specific objectives, which are: a) to analyze the training proposals undertaken by the Espírito Santo state administration between 2010 and 2025 for the continuing education of Special Education teachers, with an emphasis on visual impairment and high school; b) to analyze teachers' perceptions of the challenges and needs of continuing education to serve students with visual impairments. The research, based on historical-dialectical materialism, examined official documents from the state of Espírito Santo between 2010 and 2025 and administered a structured questionnaire to public school teachers. In this study, we found that training proposals for the inclusion of high school students with visual impairments remain a challenge for the state education system, requiring local public continuing education policies to strengthen the scientific, pedagogical, and technical knowledge of professionals, thereby enabling broad curricular accessibility and effective school inclusion
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Formação continuada de professores , Ensino médio , Deficiência visual , Inclusão escolar , Materialismo histórico-dialético , Continuing education for teachers , High school , Visual impairment , School inclusion , Historical-dialectical materialism.