Formação continuada de professores e gestores: o programa REDEFOR educação especial e inclusiva em foco
Arquivos
Data
2017-09-22
Autores
Lacerda, Lonise Caroline Zengo de [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente dissertação desenvolveu-se no interior da linha de pesquisa “Formação dos Profissionais da Educação, Políticas Educativas e Escola Pública” do Programa de PósGraduação em Educação, na Faculdade de Ciências e Tecnologia da Universidade Estadual “Júlio de Mesquita Filho” (FCT/UNESP). Sabe-se que as discussões e pesquisas na área de formação de professores e gestores voltados à promoção da inclusão em escolas públicas evidenciam crescente desafio quanto aos estudantes público alvo da Educação Especial, assim como dificuldades formativas para a prática profissional da docência. Nesse cenário, a Universidade Estadual Paulista “Júlio de Mesquita Filho” (UNESP) em parceria com a Secretaria de Educação do Estado de São Paulo (SEE/SP), por meio da Escola de Formação e Aperfeiçoamento dos Professores do Estado de São Paulo “Paulo Renato Costa Souza” (EFAP), com a criação de um Programa “Formação Continuada em Educação Especial e Inclusiva na Rede São Paulo de Formação Docente” (REDEFOR), desenvolveram um processo de formação continuada, na forma de curso de especialização em sete áreas do conhecimento, a saber: Educação Especial na perspectiva da Educação Inclusiva, Deficiência Auditiva, Física, Intelectual e Visual, Transtorno Global do Desenvolvimento e Altas Habilidade ou Superdotação. Os cursos foram desenvolvidos na modalidade a distância, com encontros presenciais, e mediado por tecnologias digitais de informação e comunicação (TDIC). O presente trabalho procurou lançar o olhar para seis participantes (duas professoras especialistas - Português e Educação Física, uma professora especializada - Serviço de Apoio Pedagógico Especializado (SAPE) e três gestoras - diretora, vice-diretora e coordenadora pedagógica) de uma turma que realizou o curso de Educação Especial na perspectiva da Educação Inclusiva, com o principal objetivo de analisar se e de que forma a experiência de formação continuada vivenciada ao longo do processo foi traduzida por eles nas escolas públicas em que atuavam. Como eixo teórico norteador foi utilizado um referencial pautado na literatura sobre formação continuada de professores e gestores, educação especial, inclusão escolar e educação inclusiva. Trata-se de uma pesquisa de natureza qualitativa do tipo descritiva explicativa. Os dados foram obtidos durante a realização do curso, inicialmente do ambiente virtual de aprendizagem Moodle e, posteriormente, por meio dos trabalhos de conclusão do curso denominados Trabalhos Acadêmicos, considerados por nós como narrativas escritas. A análise dos dados foi orientada a partir da proposta de Miles e Huberman (1994) sistematizada por meio de uma proposta de análise de fluxo contínuo e simultâneo em três fases: redução, apresentação e conclusão/verificação. A análise consiste na seleção, delimitação a partir dos objetivos de pesquisa, condensação dos dados a serem utilizados, em seguida a apresentação com a organização e apresentação dos dados selecionados, e por último, a conclusão e verificação com a observação de regularidades e fluxos, a afim de identificar as descobertas propostas pela pesquisa. Os resultados apontam que com o desenvolver do curso de formação continuada houve o início da reflexão dos participantes quanto suas práticas nas unidades escolares, posições quanto ao que acreditam ser a base de uma educação na diversidade, práticas inovadoras e função das políticas públicas. Os participantes adquiriram um embasamento teórico no decorrer da experiência e a articularam com suas necessidades cotidianas, possibilitando intervenções pedagógicas com os EPAEE, bem como a constituição de diálogos crítico-reflexivos com seus pares por meio das diferentes ferramentas utilizadas no ambiente virtual de aprendizagem, com o apoio da mediação dos tutores. Resultou em uma evolução para um conhecimento mais elaborado e fundamentado na literatura. Identificou-se que algumas das necessidades iniciais foram supridas com a apresentação e articulação das disciplinas ao longo do curso, passaram a apresentar necessidades que envolvessem diferentes aspectos didáticos, formativos e políticos. Por fim a construção e reflexão de conhecimentos ocorreu de forma gradativa, com atividades desenvolvidas no ambiente virtual de aprendizagem, momentos de encontro presencial e às propostas de estágio de forma articulada oportunizou um amadurecimento de questões teórico-conceituais de construção de uma cultura inclusiva, do trabalho com a diversidade, de uma rede colaborativa e da compreensão da Gestão Democrática como ferramentas para a promoção da inclusão dos EPAEE. Acredita-se que participação no curso foi o início ou processo, e não o fim, de um caminhar para uma perspectiva inclusiva.
This paper was developed within “Formation of Education, Educational Politics and Public School Professionals” from Post-graduation Program in Education, at Faculty of Science and Technology of “Júlio de Mesquita Filho” São Paulo State University (FCT/UNESP). It is known that discussions and researches in field of teaching and management towards inclusion in public schools point the growing endeavour regarding public school students from Special Education, as well as the challenges around the professional practices of teaching. In this scenario UNESP, in partnership with São Paulo State Office of Education (SEE/SP), through “Paulo Renato Costa Souza” São Paulo State School of Training and Improvement of Teachers (EFAP), with the creation of a program called “Continued Training in Special and Inclusive Education in São Paulo Network of Teacher Training” (REDEFOR), developed a process of continued training in the nature of specialization course in seven areas of knowledge: Special Education in the perspective of Inclusive Education, Hearing, Physical, Intellectual and Visual Impairment, Global Developmental Disorder and High Abilities. The courses were developed as remote trainings, with face-to-face meetings and mediated by information and communication digital technologies (ICDT). This research focused on six participants (two specialist teachers – Portuguese and Physical Education, a specialized teacher – Specialized Educational Support Service – and three managers – principal, viceprincipal and educational coordinator) of a group which have completed the Special Education in Inclusive Education Perspective course, aiming to analyse how the experience regarding continued training throughout the process was translated by them in their institutions. As a theoretical guideline the bibliography about continued training of teachers and managers, special education, school inclusion and inclusive education was used. This is a qualitative and descriptive research. The data was obtained during the course, initially from the virtual learning environment Moodle , and later through course completion assignments named Academic Works, considered by us as written narratives. The data analysis were based on Miles and Huberman’s (1994) proposal and systematized as a three phased continued and simultaneous flow analysis: reduction, presentation and conclusion. The analysis consists in selection, delimitation considering the research objectives, to be used data condensing followed by a presentation of the selected and organized data. Lastly, the conclusion and verification of regularity and flow in order to identify the results of this research. The results show that, with the development of continued training course, there was a reflection by the participants upon their own practice in their institution, positions regarding what they believe to be the base of diversity education, innovating practices and public politics functions. The participants acquired a theoretical basis throughout the experiences and associated them with their daily needs, making educational interventions possible with the EPAEEs, as well as building critic-reflective dialogues with their peers through several tools used in the virtual learning environment, with the support of tutors. This resulted in a evolution to a more elaborated knowledge based on the bibliography. Some requirements which were initially achieved during the course later on demanded the involvement of different teaching, training and political aspects. Lastly, the construction and reflection of knowledge happened gradually, with activities developed in the virtual learning environment, face-to-face meetings which created the opportunity of growth for theoretical-conceptual topics of inclusive culture, for working with diversity, of a collaborative network and the understanding of Democratic Management as tools to promote inclusion of EPAEE. It is believed that participating in this course was the beginning or process, not the end, of a path to an inclusive perspective.
This paper was developed within “Formation of Education, Educational Politics and Public School Professionals” from Post-graduation Program in Education, at Faculty of Science and Technology of “Júlio de Mesquita Filho” São Paulo State University (FCT/UNESP). It is known that discussions and researches in field of teaching and management towards inclusion in public schools point the growing endeavour regarding public school students from Special Education, as well as the challenges around the professional practices of teaching. In this scenario UNESP, in partnership with São Paulo State Office of Education (SEE/SP), through “Paulo Renato Costa Souza” São Paulo State School of Training and Improvement of Teachers (EFAP), with the creation of a program called “Continued Training in Special and Inclusive Education in São Paulo Network of Teacher Training” (REDEFOR), developed a process of continued training in the nature of specialization course in seven areas of knowledge: Special Education in the perspective of Inclusive Education, Hearing, Physical, Intellectual and Visual Impairment, Global Developmental Disorder and High Abilities. The courses were developed as remote trainings, with face-to-face meetings and mediated by information and communication digital technologies (ICDT). This research focused on six participants (two specialist teachers – Portuguese and Physical Education, a specialized teacher – Specialized Educational Support Service – and three managers – principal, viceprincipal and educational coordinator) of a group which have completed the Special Education in Inclusive Education Perspective course, aiming to analyse how the experience regarding continued training throughout the process was translated by them in their institutions. As a theoretical guideline the bibliography about continued training of teachers and managers, special education, school inclusion and inclusive education was used. This is a qualitative and descriptive research. The data was obtained during the course, initially from the virtual learning environment Moodle , and later through course completion assignments named Academic Works, considered by us as written narratives. The data analysis were based on Miles and Huberman’s (1994) proposal and systematized as a three phased continued and simultaneous flow analysis: reduction, presentation and conclusion. The analysis consists in selection, delimitation considering the research objectives, to be used data condensing followed by a presentation of the selected and organized data. Lastly, the conclusion and verification of regularity and flow in order to identify the results of this research. The results show that, with the development of continued training course, there was a reflection by the participants upon their own practice in their institution, positions regarding what they believe to be the base of diversity education, innovating practices and public politics functions. The participants acquired a theoretical basis throughout the experiences and associated them with their daily needs, making educational interventions possible with the EPAEEs, as well as building critic-reflective dialogues with their peers through several tools used in the virtual learning environment, with the support of tutors. This resulted in a evolution to a more elaborated knowledge based on the bibliography. Some requirements which were initially achieved during the course later on demanded the involvement of different teaching, training and political aspects. Lastly, the construction and reflection of knowledge happened gradually, with activities developed in the virtual learning environment, face-to-face meetings which created the opportunity of growth for theoretical-conceptual topics of inclusive culture, for working with diversity, of a collaborative network and the understanding of Democratic Management as tools to promote inclusion of EPAEE. It is believed that participating in this course was the beginning or process, not the end, of a path to an inclusive perspective.
Descrição
Palavras-chave
Formação continuada de professores e gestores, Inclusão, Educação inclusiva, Educação a distância/semipresencial, Redefor, Continued training of teachers and managers, Inclusion, Inclusive education, Remote learning, Redefor