Formação docente em serviço no contexto da inclusão escolar na educação infantil
Carregando...
Data
2022-10-28
Autores
Guadagnin, Alessandra Aparecida
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esse estudo tratou da formação docente em serviço no contexto de Inclusão Escolar, a partir da observação das práticas docentes desenvolvidas em uma Unidade de Educação Infantil, cujo objetivo consistiu em desenvolver momentos de formação em serviço para professores da Educação Infantil sobre Inclusão Escolar. Teve como objetivos específicos discutir o papel da Educação Especial na Educação Infantil, observar a prática docente em uma Unidade de Educação Infantil; promover encontros formativos com esses professores sobre Inclusão Escolar no Horário de Trabalho Coletivo e, por fim, promover um olhar ampliado nos professores em relação ao processo de Inclusão Escolar de bebês e crianças nas creches e pré-escolas. Para tal, foi realizado o aprofundamento teórico na temática investigada por meio da discussão dos conceitos referentes a especificidade da Educação Infantil, seus princípios, currículo e a prática pedagógica, interrelacionando esses saberes com os estudos sobre a Educação Especial, Educação Inclusiva e Inclusão Escolar. Para fechamento do constructo teórico foi discutida a Formação de Professores, abordando os desafios postos na atuação com bebês e crianças público-alvo da Educação Especial (PAEE), a importância da formação em serviço, como estratégia para a construção de um sistema educacional inclusivo. A metodologia assumida nessa pesquisa caracteriza-se como qualitativa e como método de investigação a pesquisa colaborativa, que contou com a participação de seis professoras referência de turmas de crianças com quatro e cinco anos de uma Unidade de Educação Infantil de um município de grande porte do interior paulista. Foram aplicados questionários com essas professoras, realizado a observação da prática docente destas e realizados quatro encontros formativos em serviço com todas as professoras da Unidade de Educação Infantil acompanhada. Os resultados dos questionários aplicados e os encontros formativos realizados apontaram a necessidade da oferta de ações formativas em serviço que promovam a discussão e reflexão do cotidiano e dos desafios vividos pelos professores com a Inclusão Escolar e as contribuições no desenvolvimento e aprendizagem das crianças PAEE, a partir do trabalho colaborativo entre as professoras referência e a professora de Educação Especial.
This study dealt with in-service teacher training in the context of School Inclusion, based on the analysis of teaching practices developed in an Early Childhood Education Unit, whose objective consisted in developing in-service training processes on School Inclusion with reference teachers of Early Childhood Education. It had as specific objectives to discuss the role of Special Education in Early Childhood Education, to observe the teaching practice in an Early Childhood Education unit; promote formative meetings with these teachers on School Inclusion in the Collective Work Schedule and, finally, promote an expanded look at teachers in relation to the process of School Inclusion of babies and children in day care centers and preschools. To this end, a theoretical deepening of the investigated theme was carried out through the discussion of concepts referring to the specificity of Early Childhood Education, its principles, curriculum and pedagogical practice, interrelating this knowledge with studies on Special Education, Inclusive Education and School Inclusion. To close the theoretical construct, Teacher Training was discussed, addressing the challenges posed in working with babies and children, the target audience of Special Education, the need to change the way of offering continuing education and the importance of in-service training, as a strategy for building an inclusive education system. The methodology adopted in this research is characterized as qualitative and as a method of investigation the collaborative research, which had the participation of six reference teachers from groups of children aged four and five years old from an Early Childhood Education Unit in a large city in the state of São Paulo. Questionnaires were applied to these teachers, observation of their teaching practice and three in-service training meetings were carried out, the research also had an extra training meeting. The formative meetings were carried out with all the teachers of the Child Education Unit accompanied. The results of the applied questionnaires and the training meetings held showed the need to offer training actions in service that promote the discussion and reflection of the daily life and the challenges faced by teachers with School Inclusion and the contributions to the development and learning of the target-audience children of Special Education, from the collaborative work between the reference teachers and the Special Education teacher.
This study dealt with in-service teacher training in the context of School Inclusion, based on the analysis of teaching practices developed in an Early Childhood Education Unit, whose objective consisted in developing in-service training processes on School Inclusion with reference teachers of Early Childhood Education. It had as specific objectives to discuss the role of Special Education in Early Childhood Education, to observe the teaching practice in an Early Childhood Education unit; promote formative meetings with these teachers on School Inclusion in the Collective Work Schedule and, finally, promote an expanded look at teachers in relation to the process of School Inclusion of babies and children in day care centers and preschools. To this end, a theoretical deepening of the investigated theme was carried out through the discussion of concepts referring to the specificity of Early Childhood Education, its principles, curriculum and pedagogical practice, interrelating this knowledge with studies on Special Education, Inclusive Education and School Inclusion. To close the theoretical construct, Teacher Training was discussed, addressing the challenges posed in working with babies and children, the target audience of Special Education, the need to change the way of offering continuing education and the importance of in-service training, as a strategy for building an inclusive education system. The methodology adopted in this research is characterized as qualitative and as a method of investigation the collaborative research, which had the participation of six reference teachers from groups of children aged four and five years old from an Early Childhood Education Unit in a large city in the state of São Paulo. Questionnaires were applied to these teachers, observation of their teaching practice and three in-service training meetings were carried out, the research also had an extra training meeting. The formative meetings were carried out with all the teachers of the Child Education Unit accompanied. The results of the applied questionnaires and the training meetings held showed the need to offer training actions in service that promote the discussion and reflection of the daily life and the challenges faced by teachers with School Inclusion and the contributions to the development and learning of the target-audience children of Special Education, from the collaborative work between the reference teachers and the Special Education teacher.
Descrição
Palavras-chave
Educação infantil, Inclusão escolar, Educação inclusiva, Formação docente em serviço, Early childhood education, School inclusion, In-service teacher training