Formação continuada de professores de ciências e biologia para a educação inclusiva
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Data
2020-03-09
Autores
Salto, Mariana Picchi [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Os documentos oficiais ressaltam que as crianças e adolescentes, público alvo da educação especial – estudantes com deficiências, transtornos globais de desenvolvimento e altas habilidades/ superdotação – devem ter acesso à educação básica, na rede regular de ensino, por meio de uma educação inclusiva. Articulado a isso, é preciso que haja formação docente adequada para que estes atuem nas salas de aula em prol da inclusão. Nesse contexto, o presente trabalho tem como objetivo geral investigar se os docentes de Ciências e Biologia promovem a educação inclusiva e quais são os fatores que os auxiliam ou que os impedem de atuarem frente a essa realidade. A pesquisa caracteriza-se como qualitativa, de forma que a técnica de coleta de dados foi uma entrevista, semiestruturada, com nove docentes de Ciências e Biologia, de quatro cidades diferentes, situadas no interior do Estado de São Paulo. Os dados obtidos durante a entrevista foram gravados, com o auxílio de um aparelho gravador e as respostas foram, posteriormente, transcritas. A análise dessas informações foi realizada seguindo os princípios de análise de conteúdo, formando três categorias distintas: a primeira, específica para a importância da gestão escolar; a segunda, relacionada à formação docente e a terceira, sobre a educação inclusiva. Os dados mostram que os professores reconhecem a importância do aprimoramento da sua prática pedagógica através dos processos formativos, entretanto, reiteram que, para que isso ocorra, é necessário tanto o engajamento da gestão escolar, como a possibilidade da oferta de cursos de formação continuada, nas redes públicas e privadas, que considerem as reais necessidades dos professores e, ainda, a realidade mais urgente que vivenciam nas salas de aulas, especialmente em relação à inclusão escolar e ao ensino de Ciências e Biologia.
Official documents emphasize that children and teenagers, the target audience of special education - students with disabilities, global developmental disabilities and high skills / giftedness - should have access to basic education in the mainstream through inclusive education. Linked to this, there’s a need of having an adequate training for teacher, so they will be prepared to work in classrooms with inclusive students. In this context, the present work aims to investigate if the teachers of Science and Biology can promove inclusive education and what are the factors that help or prevent them from acting in face of this reality. The research is characterized as qualitative, so that the technique used for data collection was to conduct a semi-structured interview with nine teachers of science and biology, from four different cities, located in the interior of the state of São Paulo. The data obtained during the interview were recorded with the aid of a recording device and the answers were later transcribed. The analysis of the information collected was performed following the principles of content analysis, forming three distinct categories: the first one, specific to the importance of school management; the second one, related to teacher training and the third one, on inclusive education. The data shows that teachers recognize the importance of improving their pedagogical pratice through the formative process, however, they reiterate that, so this can happen, are necessary both the engagement of school management and the possibility of offering continuing education courses, in public and private networks, which consider the real needs of teachers and also the most urgent reality that they experience in classroom, especially in relation to school inclusion and the teaching of Sciences and Biology.
Official documents emphasize that children and teenagers, the target audience of special education - students with disabilities, global developmental disabilities and high skills / giftedness - should have access to basic education in the mainstream through inclusive education. Linked to this, there’s a need of having an adequate training for teacher, so they will be prepared to work in classrooms with inclusive students. In this context, the present work aims to investigate if the teachers of Science and Biology can promove inclusive education and what are the factors that help or prevent them from acting in face of this reality. The research is characterized as qualitative, so that the technique used for data collection was to conduct a semi-structured interview with nine teachers of science and biology, from four different cities, located in the interior of the state of São Paulo. The data obtained during the interview were recorded with the aid of a recording device and the answers were later transcribed. The analysis of the information collected was performed following the principles of content analysis, forming three distinct categories: the first one, specific to the importance of school management; the second one, related to teacher training and the third one, on inclusive education. The data shows that teachers recognize the importance of improving their pedagogical pratice through the formative process, however, they reiterate that, so this can happen, are necessary both the engagement of school management and the possibility of offering continuing education courses, in public and private networks, which consider the real needs of teachers and also the most urgent reality that they experience in classroom, especially in relation to school inclusion and the teaching of Sciences and Biology.
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Palavras-chave
Educação Inclusiva, Formação Continuada de Professores, Ciências e Biologia, Inclusive education, Continuing Teacher Training, Sciences and Biology