Análise das propostas de formação continuada de professores regentes do ensino fundamental I para a inclusão escolar de estudantes com deficiência
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Data
2025-03-21
Autores
Mendonça, Patrícia Andrade Reis
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Universidade Federal do Espírito Santo
Resumo
Data from the Basic Education Census show that the percentage of students enrolled in Special Education in regular classes has gradually increased at all stages of education. With the intention of contributing to the construction of policies that promote quality education for all, the 2014-2024 National Education Plan determines that federated entities must establish strategies in their respective education plans that ensure an inclusive educational system for students with disabilities, such as policies for teacher training. The research aims to analyze the constitution of national policies for continuing education for elementary school I teachers and their repercussions on municipal policies. The research was carried out through a theoretical and documentary study based on the assumptions of historical-dialectical materialism, as an important instrument to understand the social conditioning factors of its object of investigation in its entirety and interpret the reality that has materialized it (Konder, 2008). Research carried out between 2018 and 2023 in the Online Scientific Electronic Library (SciELO) and the Brazilian Digital Library of Theses and Dissertations (BTDT) was collected to verify the production of knowledge regarding the object of investigation. A study was also carried out on the historical and normative frameworks of the policies that support the aforementioned continuing education of regular class teachers. With the intention of deepening the impact of political texts in the context of local spheres, a documentary study was carried out on the municipal policies for continuing education of Elementary School I teachers proposed in 2 (two) municipalities that make up Greater Vitória/ES, namely, Serra and Vitória. Based on the data obtained in the research, we found that the formulation of continuing education policies for teachers for the educational inclusion of students with disabilities faces structural, methodological and conceptual challenges and must be contextualized in the contradictions and challenges of teaching. Among the main obstacles identified in this study, we highlight the prioritization of the training of specialists in Special Education to the detriment of the training of regular classroom teachers, which remains insufficient and fragmented, without systematic planning that includes the construction of solid theoretical and methodological knowledge, among other obstacles that are analyzed in the development of the research. The current model of initial and continuing education perpetuates a medical-psychological conception of Special Education, centered on the clinical aspects of disability, ignoring the historical, social and political factors that influence school exclusion; lack articulation between Municipal Education Plans and training initiatives, resulting in generic guidelines that have little impact on pedagogical practice. In view of this, the study reinforces the need for public policies committed to critical and socially referenced training, which considers the historical and social conditions of the school and enables the construction of truly inclusive educational systems, based on human emancipation and the transformation of the educational reality
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Educação inclusiva , Educação especial , Formação profissional , Formação de professores , Inclusive education , Special education , Professional training , Teacher training