Formação inicial de professores e escola inclusiva na UNESP-FCLAr
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Data
2017-02-03
Autores
Mattos, Maria Odete de [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Em face da constante busca em dar respostas para a melhora das práticas pedagógicas e poder, de alguma forma, contribuir para o avanço da educação, este trabalho pretende encontrar, na teoria e na pesquisa, mais subsídios que aportem consistência às práticas docentes. Além disso, a realização desta pesquisa originou-se do posicionamento de alguns docentes e da sua falta de reação ao se depararem com as dificuldades de aprendizagem de seus alunos. Como pode ser possível deixar um aluno à margem da aprendizagem? Como é possível assumir o exercício da docência e não considerar as diferenças de condições de cada um dos alunos? Partindo da necessidade de atender aos dispositivos legais, das recomendações internacionais e nacionais de oferecer uma escola de equidade para todos, na sua diversidade, independentemente de sua condição e das demandas sociais de igualdade de oportunidades, algo que supera o modelo de educação especial, mas pode estar alinhado com o atendimento educacional especializado, a presente pesquisa versa sobre o conhecimento de um aspecto específico: o aporte das Universidades em escola inclusiva na atual formação inicial de professores. O objetivo principal é analisar a configuração da estrutura curricular e os princípios que sustentam o curso de Pedagogia da UNESP-FCLAr, numa perspectiva inclusiva, concretizado em identificar as disciplinas e os conteúdos programáticos que atendem a este modelo de Educação Inclusiva; analisar as concepções dos alunos sobre escola inclusiva ao longo da formação no curso de Pedagogia e promover uma discussão para que se pense na educação inclusiva no curso de Pedagogia da UNESP-FCLAr. Para tanto, adotou-se a metodologia de investigação qualitativa organizada em duas fases, uma mediante análise documental do Projeto Pedagógico e dos Programas das disciplinas e a segunda com pesquisa de campo por meio de questionário dirigido a todos os alunos do último semestre do 4º ano. Tais procedimentos visaram conhecer como é a realidade e contribuir para a reflexão sobre as políticas educativas e de gestão a partir das necessidades de estabelecer mudanças na formação inicial de professores em escola inclusiva e, por extensão, para a melhoria da formação, a fim de dar resposta a modelos educativos numa perspectiva inclusiva nos cursos de Pedagogia. A preocupação, como pesquisadores, foi descrever e analisar os dados, uma vez que este tipo de pesquisa considera todo o processo, o que aconteceu, o produto e o resultado final. Desta forma, importa o significado das coisas, ou seja, o porquê e o quê. Os resultados indicaram que o Curso de Pedagogia da UNESP-FCLAr aborda a temática da Escola Inclusiva na sua extensão, porém sem profundidade, deixando os conteúdos fundamentais concentrados em uma única disciplina e, segundo os alunos, esta formação não lhes oferece recursos para trabalhar numa sala atendendo à diversidade de alunos. Desta constatação emerge o elemento principal das considerações finais, com o intuito de propor algumas mudanças no desenvolvimento dos programas das disciplinas a fim de que efetivamente seja abordada a temática, pois de fato está inserida neles.
Always seeking to give answers to the improvement of pedagogical practices and to somehow contribute to the advancement of education, with this work, we intend to find in theory and research something more that contributes consistency to teaching practices. In addition, this research had as its origin the positioning of some teachers and the lack of reaction when faced with the learning difficulties of their students. How can it be possible to leave a learner the edge of learning? How is it possible to take on the teaching profession and not consider the differences in the conditions of each of the students? Based on the need to comply with legal provisions, international and national recommendations to offer a school of equity for all, in their diversity, regardless of their condition and the social demands of equal opportunities, something that surpasses the model of special education , But may be aligned with the specialized educational service, the present research is about the knowledge of a specific aspect: the contribution of Universities in inclusive school in the present initial formation of teachers. The main objective is to analyze the configuration of the curriculum structure and the principles that underpin the UNESP-FCLAr Pedagogy course in an inclusive perspective, concretized in identifying the disciplines and the programmatic contents that attend to this model of Inclusive Education; To analyze the students' conceptions of inclusive school throughout the course in Pedagogy and to bring a discussion to think of inclusive education in the Pedagogy course of UNESP-FCLAr. To do so we will use the qualitative research methodology organized in two phases one through a documentary analysis of the Pedagogical Project and the Programs of the disciplines and the second with field research through a questionnaire addressed to all students of the last semester of the 4th year . With this we intend to know how reality is and contribute to the reflection on the educational and management policies from the needs to establish changes in the initial formation of teachers in inclusive school and by extension for the improvement of the education in order to respond to educational models in a Perspective in Pedagogy courses. The concern as researchers was to describe and analyze the data. This type of research considers the whole process, what happened, the product and the final result, in this way matters the meaning of things, that is, the why and the what. The results indicate that the UNESP-FCLAr Pedagogy Course addresses the theme of the Inclusive School in its extension, but without depth, leaving the fundamental contents in the hands of a single discipline and, according to the students, with a formation that does not It gives resources to work in a room attending to the diversity of students, which brings the main of the final considerations in the sense of establishing some changes in the development of the programs of the disciplines so that the subject is effectively addressed, since in fact it is within them.
Always seeking to give answers to the improvement of pedagogical practices and to somehow contribute to the advancement of education, with this work, we intend to find in theory and research something more that contributes consistency to teaching practices. In addition, this research had as its origin the positioning of some teachers and the lack of reaction when faced with the learning difficulties of their students. How can it be possible to leave a learner the edge of learning? How is it possible to take on the teaching profession and not consider the differences in the conditions of each of the students? Based on the need to comply with legal provisions, international and national recommendations to offer a school of equity for all, in their diversity, regardless of their condition and the social demands of equal opportunities, something that surpasses the model of special education , But may be aligned with the specialized educational service, the present research is about the knowledge of a specific aspect: the contribution of Universities in inclusive school in the present initial formation of teachers. The main objective is to analyze the configuration of the curriculum structure and the principles that underpin the UNESP-FCLAr Pedagogy course in an inclusive perspective, concretized in identifying the disciplines and the programmatic contents that attend to this model of Inclusive Education; To analyze the students' conceptions of inclusive school throughout the course in Pedagogy and to bring a discussion to think of inclusive education in the Pedagogy course of UNESP-FCLAr. To do so we will use the qualitative research methodology organized in two phases one through a documentary analysis of the Pedagogical Project and the Programs of the disciplines and the second with field research through a questionnaire addressed to all students of the last semester of the 4th year . With this we intend to know how reality is and contribute to the reflection on the educational and management policies from the needs to establish changes in the initial formation of teachers in inclusive school and by extension for the improvement of the education in order to respond to educational models in a Perspective in Pedagogy courses. The concern as researchers was to describe and analyze the data. This type of research considers the whole process, what happened, the product and the final result, in this way matters the meaning of things, that is, the why and the what. The results indicate that the UNESP-FCLAr Pedagogy Course addresses the theme of the Inclusive School in its extension, but without depth, leaving the fundamental contents in the hands of a single discipline and, according to the students, with a formation that does not It gives resources to work in a room attending to the diversity of students, which brings the main of the final considerations in the sense of establishing some changes in the development of the programs of the disciplines so that the subject is effectively addressed, since in fact it is within them.
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Palavras-chave
Formação inicial de professores, Escola inclusiva, Estrutura curricular