Professor na área da deficiência intelectual: análise da formação na perspectiva docente
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Data
2017-03-27
Autores
Lara, Patrícia Tanganelli [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Para atuarem no apoio pedagógico aos estudantes com deficiência intelectual, professores da rede pública municipal de São Paulo, tem empreendido ações na busca de práticas pedagógicas inclusivas, que considerem a singularidade desse público específico. Em 2006 a Secretaria de Educação do Município de São Paulo, considerando a trajetória de inclusão de estudantes com deficiência intelectual e o interesse de seus professores na busca de novos conhecimentos na área da Educação Especial para o sucesso na inclusão desse púbico, comunicou por meio de Diário Oficial a abertura de curso de pós-graduação Lato Sensu: “Formação dos Professores em Educação Especial nas Áreas das Deficiências Auditiva, Física, Mental e Visual”, a ser ministrado pela Universidade Estadual Paulista “Júlio de Mesquita Filho”, campus Marília - Unesp/ Marília, para a formação dos professores em exercício para o atendimento e apoio aos estudantes com deficiência inseridos nas salas de aula comum. As políticas públicas inclusivas propostas pela Secretaria Municipal de Educação corroboram com as indicações do Ministério da Educação e com a importância da formação do professor para o atendimento do estudante com deficiência. Esta pesquisa teve o objetivo de analisar essa política de formação dos professores em educação especial na área da Deficiência Intelectual do Município de São Paulo envolvendo análise documental relativa à proposta curricular do referido curso e levantamento geral de informações junto aos professores que atuam na educação especial participantes do referido curso mediante resposta a questionário. O contexto espanhol foi trazido para o estudo como possibilidade de enriquecer as discussões sobre políticas públicas para a formação de professores, permitindo identificar desafios comuns em termos de práticas pedagógicas e expectativas docentes. Fundamentada nos estudos de Gimeno Sacristán e na Teoria Histórico-Cultural esta pesquisa focalizou alguns indicadores tais como: conceitos básicos, subsídios para elaborar e executar planos de trabalho, produzir e organizar recursos pedagógicos e de acessibilidade, objetivos do atendimento aos estudantes com deficiência intelectual, modificações posteriores na atuação e aspectos de avaliação. Verificou-se, segundo a perspectiva dos professores, que uma sólida formação continuada auxilia na mudança de práticas pedagógicas sedimentadas historicamente nas escolas comuns para práticas novas e recursos práticos que se aprendem como formas operativas que devem fundamentar uma educação inclusiva.
To act in pedagogical support to students with intellectual disabilities, teachers from the public municipal de São Paulo, has taken actions in the pursuit of pedagogical practices inclusive, they consider the uniqueness of this specific audience. In 2006 the Department of Education of the City of São Paulo, considering the trajectory of the inclusion of students with intellectual disabilities and the interests of their teachers in search of new knowledge in the field of Special Education for the success of the inclusion of this public, communicated through Official opening of post-graduate course Sensu Lato: "Training for teachers in special education in the areas of weaknesses impairment, physical, mental and Visual", to be administered by Universidade Estadual Paulista “Júlio de Mesquita Filho”, Campus Marília - Unesp/ Marília, for the training of teachers in exercise for the care and support for students with disabilities placed in classrooms. The public policies inclusive proposed by the Municipal Secretariat of Education corroborate with the signs of the Ministry of Education and the importance of teacher education for the care of a student with a disability. This research aimed to analyze this policy of training for teachers in special education in the area of intellectual disability in the city of São Paulo, involving analysis of documents relating to the curricular proposal from that course and general survey of information along to teachers who work in special education participants of that course by responding to the questionnaire. The context spanish was brought to the study as a possibility to enrich the discussions about public policies for the training of teachers, allowing you to identify common challenges in terms of pedagogical practices and expectations faculty. Based on studies of Gimeno Sacristán and in theory historic-cultural this research focused on some indicators such as: basic concepts, subsidies to develop and implement plans of work, produce and organize educational resources and accessibility, goals of care for students with intellectual disabilities, subsequent changes in the actions and aspects of assessment. It was found, according to the perspective of teachers, which a solid training assists in changing pedagogical practices sedimentadas historically in regular schools for new practices and practical resources that if they learn how forms that operative must substantiate an inclusive education.
To act in pedagogical support to students with intellectual disabilities, teachers from the public municipal de São Paulo, has taken actions in the pursuit of pedagogical practices inclusive, they consider the uniqueness of this specific audience. In 2006 the Department of Education of the City of São Paulo, considering the trajectory of the inclusion of students with intellectual disabilities and the interests of their teachers in search of new knowledge in the field of Special Education for the success of the inclusion of this public, communicated through Official opening of post-graduate course Sensu Lato: "Training for teachers in special education in the areas of weaknesses impairment, physical, mental and Visual", to be administered by Universidade Estadual Paulista “Júlio de Mesquita Filho”, Campus Marília - Unesp/ Marília, for the training of teachers in exercise for the care and support for students with disabilities placed in classrooms. The public policies inclusive proposed by the Municipal Secretariat of Education corroborate with the signs of the Ministry of Education and the importance of teacher education for the care of a student with a disability. This research aimed to analyze this policy of training for teachers in special education in the area of intellectual disability in the city of São Paulo, involving analysis of documents relating to the curricular proposal from that course and general survey of information along to teachers who work in special education participants of that course by responding to the questionnaire. The context spanish was brought to the study as a possibility to enrich the discussions about public policies for the training of teachers, allowing you to identify common challenges in terms of pedagogical practices and expectations faculty. Based on studies of Gimeno Sacristán and in theory historic-cultural this research focused on some indicators such as: basic concepts, subsidies to develop and implement plans of work, produce and organize educational resources and accessibility, goals of care for students with intellectual disabilities, subsequent changes in the actions and aspects of assessment. It was found, according to the perspective of teachers, which a solid training assists in changing pedagogical practices sedimentadas historically in regular schools for new practices and practical resources that if they learn how forms that operative must substantiate an inclusive education.
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Palavras-chave
Formação continuada, Deficiência intelectual, Políticas públicas, Continuing education, Intellectual disabilities, Public policies