Necessidades formativas de professores de Ciências: buscando um ensino inclusivo
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Data
2020-03-05
Autores
Paes, Jéssica Caroline
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Atualmente o processo de inclusão nas escolas têm se tornado um tema amplamente discutido devido ao aumento no número de matrículas de alunos com deficiência, transtornos globais do desenvolvimento e altas habilidades no ensino comum. Logo, tal aluno deve ser incluído no planejamento do professor, sobretudo quando este define os objetivos que deseja alcançar durante o ano letivo. Diante da necessidade de incluir e promover a aprendizagem com significado no ensino de Ciências, o presente trabalho define como questão de pesquisa, compreender a relevância da formação de professores na busca por um ensino inclusivo, assim como investigar a atual produção de pesquisas relacionadas ao ensino de alunos PAEE no âmbito do ensino de Ciências. Por meio de relatos e experiências de professores apontando suas principais dificuldades relacionadas ao ensino de conteúdos científicos para alunos PAEE, esta pesquisa descritiva qualitativa, tem como objetivo principal o de caracterizar os professores atuantes no ensino fundamental-anos finais de uma escola do interior paulista e consequentemente constatar as condições de trabalho, e características acadêmicas destes profissionais. Busca-se ainda, apresentar possíveis lacunas no sistema de ensino, elencar as principais dificuldades enfrentadas pelos professores e assim, ofertar estratégias para o sucesso no trabalho de tais professores, a partir de uma meta em comum: buscar uma ação didática envolvente visando o ensino de Ciências. Para a coleta de dados, foram utilizados questionários com os professores de Ciências que lecionam no ensino fundamental-anos finais das escolas públicas participantes. Os resultados foram tratados a partir da abordagem qualitativa, partindo da hipótese de que a falta de preparo e formação docente se constitui um dos principais dificultadores para o ensino inclusivo. Observou-se que além da necessidade de formação destes profissionais, existe a carência de recursos e mão-de- obra especializada como apoio ao trabalho desses professores. Discute-se ainda, a necessidade de mudanças nas extensas cargas horárias e número de alunos, fatores que dificultam um ensino de qualidade.
Currently the inclusion process in schools has become a widely discussed topic due to the increase in the enrollment of students with disabilities, global developmental disorders and high skills in common education. Therefore, such a student must be included in the teacher's planning, especially when he defines the objectives he wants to achieve during the school year. In view of the need to include and promote meaningful learning in science education, the present work defines as a research question, understanding the relevance of teacher education in the search for inclusive education, as well as investigating the current production of research related to teaching of scientific. Through reports and experiences of teachers pointing out their main difficulties related to the teaching of scientific content to PAEE students, this qualitative descriptive research has as main objective the characterization of teachers working in elementary school-final years of a school in the interior of São Paulo and consequently verify the working conditions, and academic characteristics of these professionals. It also seeks to present possible gaps in the education system, list the main difficulties faced by teachers and thus offer strategies for success in the work of such teachers, based on a common goal: to seek an engaging didactic action aimed at teaching of Sciences. For data collection, questionnaires were used with Science teachers who teach in elementary school-final years of participating public schools. The results were treated based on the qualitative approach, based on the hypothesis that the lack of preparation and teacher training constitutes one of the main obstacles to inclusive education. It was observed that in addition to the need for training these professionals, there is a lack of resources and specialized labor to support the work of these teachers. It is also discussed the need for changes in the extensive hours and number of students, factors that hinder quality teaching.
Currently the inclusion process in schools has become a widely discussed topic due to the increase in the enrollment of students with disabilities, global developmental disorders and high skills in common education. Therefore, such a student must be included in the teacher's planning, especially when he defines the objectives he wants to achieve during the school year. In view of the need to include and promote meaningful learning in science education, the present work defines as a research question, understanding the relevance of teacher education in the search for inclusive education, as well as investigating the current production of research related to teaching of scientific. Through reports and experiences of teachers pointing out their main difficulties related to the teaching of scientific content to PAEE students, this qualitative descriptive research has as main objective the characterization of teachers working in elementary school-final years of a school in the interior of São Paulo and consequently verify the working conditions, and academic characteristics of these professionals. It also seeks to present possible gaps in the education system, list the main difficulties faced by teachers and thus offer strategies for success in the work of such teachers, based on a common goal: to seek an engaging didactic action aimed at teaching of Sciences. For data collection, questionnaires were used with Science teachers who teach in elementary school-final years of participating public schools. The results were treated based on the qualitative approach, based on the hypothesis that the lack of preparation and teacher training constitutes one of the main obstacles to inclusive education. It was observed that in addition to the need for training these professionals, there is a lack of resources and specialized labor to support the work of these teachers. It is also discussed the need for changes in the extensive hours and number of students, factors that hinder quality teaching.
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Palavras-chave
Ensino de Ciências, Formação de professores, Educação inclusiva, Science teaching, Teacher education, Inclusive education