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Formação de professores das salas de recursos multifuncionais e atuação com a diversidade do público-alvo da educação especial

dc.contributor.authorde Oliveira, Anna Augusta Sampaio [UNESP]
dc.contributor.authorPrieto, Rosângela Gavioli
dc.date.accessioned2021-06-25T10:49:36Z
dc.date.available2021-06-25T10:49:36Z
dc.date.issued2020-04-01
dc.identifierhttp://dx.doi.org/10.1590/1980-54702020v26e0186
dc.identifier.citationRevista Brasileira de Educacao Especial, v. 26, n. 2, p. 235-252, 2020.
dc.identifier.issn1413-6538
dc.identifier.urihttp://hdl.handle.net/11449/207139
dc.description.abstractThe changes implemented in Brazil related to inclusive education and Specialized Educational Service (SES) have substantial effects on teacher performance in Multifunctional Resource Rooms (SRM), as it is now necessary to work with all categories of the target population of Special Education. Thus, this research aimed to analyze the training and enactment of teachers of the Municipal Education Network of São Paulo. As a data collection procedure, an electronic questionnaire was used through Google Docs, sent to 400 teachers of these classrooms, from which we obtained a return of 179 (45%). After the collection, data were analyzed through Atlas.ti 8.4-14 Software for Windows. The results indicated that 150 teachers (84%) did not feel able to work with all categories of the target population of Special Education and 29 (16%) said they did. In addition, teachers were invited to comment on their responses and of the 179 respondents, 81 (45%) provided justifications related to their work experience in their training areas, 61 (34%) mentioned the need for professional improvement, 28 (16%) commented that they have training in only one or a few of the categories they worked with, 5 (3%) referred to their work experience and 4 (2%) referred to intersectority. The analysis of the data allows us to affirm that there is a significant distance between training and enactment with all the diversity of the target population of Special Education, bringing substantial difficulties to the pedagogical practice.en
dc.format.extent235-252
dc.language.isoeng
dc.language.isopor
dc.relation.ispartofRevista Brasileira de Educacao Especial
dc.sourceScopus
dc.subjectInclusive education
dc.subjectSpecial Education
dc.subjectTeacher training
dc.titleMultifunctional resource room teacher training and enactment with the diversity of the target population of special educationen
dc.titleFormação de professores das salas de recursos multifuncionais e atuação com a diversidade do público-alvo da educação especialpt
dc.typeArtigo
dc.contributor.institutionUniversidade Estadual Paulista (UNESP)
dc.contributor.institutionUniversidade de São Paulo (USP)
dc.description.affiliationDepartment of Special Education Faculty of Philosophy and Sciences Universidade Estadual Paulista Júlio de Mesquita Filho (Unesp), Marília campus
dc.description.affiliationDepartment of School Administration and Economics of Education Faculty of Education University of São Paulo (USP)
dc.description.affiliationUnespDepartment of Special Education Faculty of Philosophy and Sciences Universidade Estadual Paulista Júlio de Mesquita Filho (Unesp), Marília campus
dc.identifier.doi10.1590/1980-54702020v26e0186
dc.identifier.scieloS1413-65382020000200010
dc.rights.accessRightsAcesso aberto
dc.identifier.scopus2-s2.0-85099381773
dc.identifier.fileS1413-65382020000200010.pdf
unesp.author.orcid0000-0002-8675-967X[1]
unesp.author.orcid0000-0003-4013-1163[2]
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