Formação intercultural para professores da educação superior: vivenciando a cultura inclusiva
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Data
2021-03-29
Autores
Lima, Ana Virginia Isiano [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa de Doutorado pertence a linha de pesquisa “Processos Formativos, Ensino e Aprendizagem”, do Programa de Pós-Graduação em Educação (PPGE), da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista “Júlio de Mesquita Filho” (FCT/UNESP). Compreende-se que a Educação Inclusiva se constitui como uma ação pedagógica, social, política e cultural que defende que todos os estudantes têm direito de estarem juntos, participando e aprendendo. Essa perspectiva contesta as bases em que as práticas tradicionais de ensino foram desenvolvidas e declara a necessidade de se reformular as atividades educativas considerando as bases que rejeitem a exclusão e que promovam uma educação de qualidade para todos. Mediante a essas concepções, a Unesp e o Santa Fe College, instituição de Educação Superior localizada nos Estados Unidos da América (EUA), estabeleceram um acordo de cooperação para construir e desenvolver uma formação a partir da temática da Educação Inclusiva. A colaboração entre as instituições possibilitou a construção do Certificate for Accessible and Inclusive Practices (CAIP), que culminou no desenvolvimento desta pesquisa e do estudo desenvolvido por Zaduski (2020). Para a concepção da pesquisa, parte-se da tese que a estruturação e o desenvolvimento de uma formação, em uma perspectiva intercultural e pautada na abordagem CCS, possibilita a constituição da cultura de Educação Inclusiva. A partir da tese apresentada, tem-se como objetivo geral: analisar a estruturação internacional e intercultural de uma formação on-line, pautada na abordagem CCS, para professores dos EUA e os seus impactos na constituição de uma cultura de Educação Inclusiva nesse contexto. Para tanto, a partir de uma abordagem quanti-qualitativa, do tipo ação-colaborativa, estudou-se a estruturação e a execução do CAIP, no qual a pesquisadora atuou como membro da equipe de trabalho e como mediadora da formação. A seleção e a coleta de dados ocorreram por meio dos instrumentos: reuniões on-line realizadas pelo software Zoom; documentos construídos e compartilhados no Google Drive e no Google Docs; ações desenvolvidas na plataforma Canvas; questionários disponibilizados no início e no término da formação. Para a análise dos dados foram organizados três eixos temáticos acerca do objeto de estudo: estruturação da formação em uma perspectiva inclusiva e intercultural; desenvolvimento do CAIP e a constituição de práticas inclusivas; vivenciando a cultura inclusiva na Educação Superior. Evidenciou-se que a formação, por ter sido estruturada em uma perspectiva inclusiva e intercultural, a partir do uso da abordagem CCS, possibilitou que os participantes compreendessem os fundamentos da Educação Inclusiva, refletissem e reconstruíssem as suas práticas pedagógicas e as suas concepções sobre a inclusão, bem como, vivenciar a cultura inclusiva por meio do CAIP.
This Doctorate research belongs to the research line “Formative Processes, Teaching and Learning”, of the Graduate Program in Education of the Faculty of Sciences and Technology of Sao Paulo State University "Júlio de Mesquita Filho" (FCT / UNESP). It is understood that Inclusive Education is constituted as a pedagogical, social, political and cultural action that defends that all students have the right to be together, participating and learning. This perspective challenges the foundations on which traditional teaching practices were developed and declares the need to reformulate educational activities considering the bases that reject exclusion and that promote quality education for all. Through these conceptions, Unesp and Santa Fe College, a Higher Education institution located in the United States of America (USA), established a cooperation agreement to build and develop a training based on the theme of Inclusive Education. The collaboration between the institutions enabled the construction of the Certificate for Accessible and Inclusive Practices (CAIP), which culminated in the development of this research and the study developed by Zaduski (2020). For the conception of the research, it starts from the thesis that the structuring and the development of a formation, in an intercultural perspective and guided by the CCS approach, allows the constitution of the Inclusive Education culture. From the thesis presented, the general objective is: to analyze the international and intercultural structuring of online training, based on the CCS approach, for teachers in the USA and its impacts on the constitution of a culture of Inclusive Education in this context. For that, from a quantitative-qualitative approach, of the action-collaborative type, the structuring and execution of CAIP was studied, in which the researcher acted as a member of the work team and as a training mediator. The selection and collection of data took place using the instruments: online meetings held by the Zoom software; documents built and shared on Google Drive and Google Docs; actions developed on the Canvas platform; questionnaires made available at the beginning and at the end of the training. For the analysis of the data, three thematic axes were organized about the object of study: structuring the training in an inclusive and intercultural perspective; development of CAIP and the constitution of inclusive practices; experiencing the inclusive culture in Higher Education. It became evident that the training, as it was structured in an inclusive and intercultural perspective, from the use of the CCS approach, enabled the participants to understand the fundamentals of Inclusive Education, to reflect and reconstruct their pedagogical practices and their conceptions about the inclusion, as well as experiencing an inclusive culture through CAIP.
This Doctorate research belongs to the research line “Formative Processes, Teaching and Learning”, of the Graduate Program in Education of the Faculty of Sciences and Technology of Sao Paulo State University "Júlio de Mesquita Filho" (FCT / UNESP). It is understood that Inclusive Education is constituted as a pedagogical, social, political and cultural action that defends that all students have the right to be together, participating and learning. This perspective challenges the foundations on which traditional teaching practices were developed and declares the need to reformulate educational activities considering the bases that reject exclusion and that promote quality education for all. Through these conceptions, Unesp and Santa Fe College, a Higher Education institution located in the United States of America (USA), established a cooperation agreement to build and develop a training based on the theme of Inclusive Education. The collaboration between the institutions enabled the construction of the Certificate for Accessible and Inclusive Practices (CAIP), which culminated in the development of this research and the study developed by Zaduski (2020). For the conception of the research, it starts from the thesis that the structuring and the development of a formation, in an intercultural perspective and guided by the CCS approach, allows the constitution of the Inclusive Education culture. From the thesis presented, the general objective is: to analyze the international and intercultural structuring of online training, based on the CCS approach, for teachers in the USA and its impacts on the constitution of a culture of Inclusive Education in this context. For that, from a quantitative-qualitative approach, of the action-collaborative type, the structuring and execution of CAIP was studied, in which the researcher acted as a member of the work team and as a training mediator. The selection and collection of data took place using the instruments: online meetings held by the Zoom software; documents built and shared on Google Drive and Google Docs; actions developed on the Canvas platform; questionnaires made available at the beginning and at the end of the training. For the analysis of the data, three thematic axes were organized about the object of study: structuring the training in an inclusive and intercultural perspective; development of CAIP and the constitution of inclusive practices; experiencing the inclusive culture in Higher Education. It became evident that the training, as it was structured in an inclusive and intercultural perspective, from the use of the CCS approach, enabled the participants to understand the fundamentals of Inclusive Education, to reflect and reconstruct their pedagogical practices and their conceptions about the inclusion, as well as experiencing an inclusive culture through CAIP.
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Palavras-chave
Educação inclusiva, Cultura inclusiva, Formação, Interculturalidade, Abordagem construcionista contextualizada e significativa, Contextualizada e significativa, Educação superior, Inclusive education, Inclusive culture, Training, Interculturality, Constructionist, Contextualized and meaningful approach, Higher education