Reflexões de professores iniciantes e experientes sobre a iniciação à docência e inclusão escolar
Carregando...
Data
2016-01-25
Autores
Marcato, Daniela Cristina Barros de Souza [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente investigação, vinculada à linha de pesquisa Processos formativos, ensino e aprendizagem do Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista “Júlio de Mesquita Filho” objetivou investigar os elementos das narrativas de Professoras Iniciantes e Professoras Experientes que poderiam apontar indicadores para os princípios de um acompanhamento da iniciação à docência considerando a Educação Especial na perspectiva da Educação Inclusiva e a diversidade. O início da profissão é marcado por muitos dilemas e sentimentos e a diversidade presente na sala de aula pode ser ainda mais difícil para o professor iniciante. O período de ingresso traz melhores resultados quando acompanhado por meio de programas de iniciação, com intuito de que o professor iniciante seja assessorado por um docente experiente. A pesquisa teve características de um estudo qualitativo e os instrumentos de coleta de dados foram narrativas autobiográficas construídas a partir de um roteiro. Os sujeitos da pesquisa foram sete professoras, três experientes e quatro iniciantes. Os dados foram analisados a partir de eixos: A iniciação profissional: as relações de ajuda entre experiente e iniciante diante das dificuldades do início; O que se faz com a diversidade? Os inícios difíceis e a permanência na profissão. Como resultado, detectou-se que os princípios de programas de iniciação à docência com intuito de avançar nas experiências de inclusão escolar devem atender: que anteriormente ao ingresso na profissão o docente possa vivenciar práticas educativas orientadas, sem ter ainda a responsabilidade por uma turma sua; que a participação no programa de iniciação à docência faça parte de um programa ou política que respalde a participação do novo professor nesse momento (não se caracterizando como uma tarefa a mais que o professor tem que cumprir); que haja a presença de dois docentes (um da Educação Especial e outro do ensino comum) experientes que exerçam papel de mentores em dupla colaborativa (requerendo uma formação para que os dois consigam estimular a emergir experiências inclusivas).
This research, linked to the research line training processes, teaching and learning of the Graduate Education, Faculty of Science and Technology of Universidade Estadual Paulista Program "Júlio de Mesquita Filho" aimed to investigate the elements of the narratives of Teaching Beginners and Teachers experienced that could point indicators for the principles of a monitoring initiation to teaching considering the Special Education from the perspective of inclusive education and diversity. The beginning of the profession is marked by many dilemmas and feelings and the diversity present in the classroom can be even more difficult for the novice teacher. The entry period brings better results when accompanied by initiating programs, in order that the beginning teacher is assisted by an experienced teacher. The research has characteristics of a qualitative study and data collection instruments were autobiographical narratives constructed from a script. The study subjects were seven teachers, three experienced four starters. Data were analyzed from areas: The professional initiation: the aid relationship between experienced and novice on the difficulties of beginning; What do you do with diversity? The difficult beginnings and remain in the profession. As a result, it was found that the early initiation programs to teaching in order to advance in school inclusion experiences must meet: that prior to entry into the profession teaching can experience-oriented educational practices without also having responsibility for a group their ; that participation in teaching the tutorial program is part of a program or policy that supports the participation of the new teacher at this time (do not represent one more task that the teacher has to comply); there is the presence of two teachers (one of Special Education and other common education) experienced carrying paper collaborative dual mentors (requiring training so that the two are able to stimulate emerging inclusive experiences).
This research, linked to the research line training processes, teaching and learning of the Graduate Education, Faculty of Science and Technology of Universidade Estadual Paulista Program "Júlio de Mesquita Filho" aimed to investigate the elements of the narratives of Teaching Beginners and Teachers experienced that could point indicators for the principles of a monitoring initiation to teaching considering the Special Education from the perspective of inclusive education and diversity. The beginning of the profession is marked by many dilemmas and feelings and the diversity present in the classroom can be even more difficult for the novice teacher. The entry period brings better results when accompanied by initiating programs, in order that the beginning teacher is assisted by an experienced teacher. The research has characteristics of a qualitative study and data collection instruments were autobiographical narratives constructed from a script. The study subjects were seven teachers, three experienced four starters. Data were analyzed from areas: The professional initiation: the aid relationship between experienced and novice on the difficulties of beginning; What do you do with diversity? The difficult beginnings and remain in the profession. As a result, it was found that the early initiation programs to teaching in order to advance in school inclusion experiences must meet: that prior to entry into the profession teaching can experience-oriented educational practices without also having responsibility for a group their ; that participation in teaching the tutorial program is part of a program or policy that supports the participation of the new teacher at this time (do not represent one more task that the teacher has to comply); there is the presence of two teachers (one of Special Education and other common education) experienced carrying paper collaborative dual mentors (requiring training so that the two are able to stimulate emerging inclusive experiences).
Descrição
Palavras-chave
Professores experientes, Professores iniciantes, Inclusão Escolar, Narrativas