Professores de educação especial: concepções e proposições para uma vivência formativa na perspectiva da bidocência
Following the collaborative work between two teachers in a regular public High School classroom from the state of Rio Grande do Norte after hiring the Special Education teachers from the first entrance examination for this occupation in 2015, we assume that some challenges and possibilities becom...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/53240 |
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| Resumo: | Following the collaborative work between two teachers in a regular public High
School classroom from the state of Rio Grande do Norte after hiring the Special
Education teachers from the first entrance examination for this occupation in
2015, we assume that some challenges and possibilities become visible in their
actions aimed to the scholar inclusion process of the students with disability they
accompany. We believe these challenges and possibilities have intensified due
to the low number of continuing education the responsible sector offered. Thus,
this study intends to respond to the research question: which elements justify the
organization of a Continuing Education for Special Education teachers from the
High School of the 2ª Diretoria Regional de Educação -
DIREC/PARNAMIRIM/RN in the Bidocence perspective? As a general objective:
analyze, in the discourses of High School Special Education teachers from the 2ª
DIREC – Parnamirim/RN, the elements that justify a bidocence-based continuing
education course. With a qualitative, exploratory, and quantitative approach (GIL,
2002), this research used a questionnaire with open and close-ended questions
and semi-structured interviews for its data construction. We applied these
interviews to three focal groups: (a) six Special Education teachers from Rio
Grande do Norte Public High School, (b) two representatives of the
Subcoordenadoria de Educação Especial - SUESP and (c) two Special
Education supervisors from 2ª DIREC - PARNAMIRIM/RN. We propose a
continuing education course for Special Education teachers from the 2ª DIREC
High School. We analyzed the data considering the Content Analysis principles
(BARDIN, 2016) and the Special Education literature. As some results, we
mention the necessity of reflecting on the terms and concepts supporting the
attributions of the Special Education teachers and profile the essential
characteristics for the collaborative work aiming for scholar inclusion. In addition,
the professionals involved in this process deepened their knowledge about
themselves, their teaching, their profession, the environment they work, the
regular curriculum, and the possibilities to make it flexible, enabling them to work
as collaborative mediators in High School, to comprehend the disability as an
expression of the human diversity, and lower the barriers for bidocence-based
work, such as the lack of advice, orientation, and activities monitoring, and the
necessary continuing education allied to their work. |
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