Educação inclusiva e formação continuada: contribuições dos casos de ensino para os processos de aprendizagem e desenvolvimento profissional de professores
This study focuses on processes of learning and professional development experienced by elementary school teachers who have students with special educational needs in their classrooms. Cases and case methods can be used as methodological resource to articulate the continued training of teachers in a...
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| Formato: | doctoralThesis |
| Idioma: | por |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/14342 |
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| Resumo: | This study focuses on processes of learning and professional development experienced by
elementary school teachers who have students with special educational needs in their
classrooms. Cases and case methods can be used as methodological resource to articulate the
continued training of teachers in an inclusive perspective. This research-intervention adopted
a constructive-collaborative model for continued teachers formation. The main objective was
to investigate the possible contributions of teaching cases, while investigative and formative
strategies, for the processes of learning and professional development of teachers who work in
the regular school. The data were collected by means of analytical activities, drafting
collective discussion and teaching cases, having eight teachers as participants in a regular
public school, located in the municipality of Natal/RN, Brasil. The theoretical reference
covers the inclusive education, teaching learning, teachers professional development, the
knowledge base for teaching and teaching cases as a resource for continued teachers
formation in an inclusive perspective. The results indicated that teaching cases allowed
description and analysis of educational practices developed by regular education teachers and
adoption of reflective processes about situations reported and on their own pedagogical
actuation, achieving indications of changes. It also indicates the contribution of cases for the
clarification, systematization and extension of professional knowledge about inclusive
education process as well as for involvement by the teachers of the study in a pedagogical
thinking process. The lessons learned are related mainly to own role as teachers of regular
education, to the role of professional support and specialized institutions faced to school
inclusion. The analyses showed the methodological option was suitable to develop a schoolcentric
training process, allowing teachers to seek in their actual environment alternatives for
construction of a new logic of teaching that encloses diversity. The conclusion is that the
cases, while bringing educational situations closer to the reality experienced by teachers in
their daily professional role, causes relevant improvement on teachers education, because it
offers training in conjunction with the experience and knowledge that teachers already have |
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