MOOCS na formação continuada de professores para a Educação Especial Inclusiva
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2020-02-10
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Universidade Estadual Paulista (Unesp)
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A presente tese de doutorado está vinculada ao Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista “Júlio de Mesquita Filho” (FCT/UNESP) e pertence a linha de pesquisa “Processos formativos, ensino e aprendizagem”. A tese teve como tema de estudo central a possibilidade do uso dos “Massive, Open, On-line Courses” (MOOCS) ou “Curso On-line Aberto e Massivo” (tradução nossa) no processo de formação continuada de professores para a Educação Especial Inclusiva. Sendo assim, o estudo teve a seguinte questão norteadora: um curso a distância no formato MOOC sobre Educação Especial Inclusiva pode contribuir na formação continuada de professores para a inclusão escolar? Se sim, de que forma? Neste sentido, o objetivo geral da pesquisa foi investigar se um curso a distância no formato MOOC sobre Educação Especial Inclusiva pode contribuir na formação continuada de professores para a inclusão escolar. Para isso, foram realizados três estudos distintos, porém complementares. No estudo 1 foi realizada uma Revisão Sistemática de Literatura para analisar a produção de conhecimento sobre práticas e processos formativos a distância na área da Educação Especial Inclusiva. No estudo 2 foi realizada a identificação e análise das necessidades formativas de profissionais da educação sobre a Educação Especial Inclusiva na formação inicial e continuada e a identificação e análise das necessidades formativas de profissionais da educação sobre a estruturação de cursos a distância na área da Educação Especial Inclusiva. E no estudo 3 foi realizada a descrição e análise dos conteúdos, materiais e atividades propostas no curso “Educação Inclusiva e Especial” ofertado pela Unesp Aberta e a análise do envolvimento e interação dos participantes nas atividades propostas e suas percepções pessoais em relação ao curso. Cada um dos três estudos possuiu um procedimento metodológico específico descritos em cada capítulo. Os resultados obtidos nos três estudos realizados permitiram defender a tese de que um curso a distância no formato MOOC sobre Educação Especial Inclusiva pode contribuir na formação continuada de professores para a inclusão escolar, proporcionando ferramentas, recursos e estratégias para a composição de uma prática pedagógica inclusiva. Defende-se também que as características específicas de cursos nesse formato como: gratuidade na maioria dos cursos, possibilidade de acesso ao conteúdo em qualquer espaço geográfico, possibilidade de iniciar e concluir no tempo desejado e oferta para um grande número de participantes e possibilidade de construção de redes de aprendizagem colaborativa on-line, são pontos positivos que podem atrair diversos professores, dentre eles, os que atuam com os estudantes do público-alvo da Educação Especial, contribuindo assim no processo de formação continuada para a Educação Especial Inclusiva e oportunizando novas formas dos professores construírem conhecimentos sobre o tema, de forma contextualizada, significativa e colaborativa.
This doctoral thesis is linked to the Graduate Program in Education of the Faculty of Science and Technology of the Paulista State University "Júlio de Mesquita Filho" (FCT/UNESP) and belongs to the research line "Formative processes, teaching and learning". The thesis had as its central study theme of the possibility of using the "Massive, Open, On-line Courses" (MOOCS) in the process of continuing teacher training for Inclusive Special Education. Thus, the study had the following guide question: can a distance course in the MOOC format on Inclusive Special Education contribute to the continued training of teachers for school inclusion? If so, in what way? In this sense, the general objective of the research was to investigate whether a distance course in the MOOC format on Inclusive Special Education can contribute to the continued training of teachers for school inclusion. For this, three distinct but complementary studies were conducted. In study 1, a Systematic Literature Review was conducted to analyze the production of knowledge about distance practices and formative processes in the area of Inclusive Special Education. In study 2, we identified and analysis of the formative needs of education professionals on Inclusive Special Education in initial and continuing education and the identification and analysis of the formative needs of education professionals on the structuring of distance learning courses in the area of Inclusive Special Education. And in study 3, we were describing and analyzing the contents, materials and activities proposed in the course "Inclusive and Special Education" offered by “Unesp Aberta” and the analysis of the involvement and interaction of participants in the proposed activities and their personal perceptions in relation to the course. Each of the three studies had a specific methodological procedure described in each chapter. The results obtained in the three studies allowed us to defend the thesis that a distance course in the MOOC format on Inclusive Special Education can contribute to the continued training of teachers for school inclusion, providing tools, resources and strategies for the composition of an inclusive pedagogical practice. It is also advocated that the specific characteristics of courses in this format such as: gratuity in most courses, possibility of access to content in any geographical space, possibility of starting and completing in the desired time and offer for a large number of participants and possibility of building collaborative learning networks online, are positive points that can attract several teachers, among them, those who work with students from the target audience of Special Education, thus contributing to the process of continuing education for Inclusive Special Education and provide new ways of teachers building knowledge on the subject, in a contextualized, meaningful and collaborative way.
This doctoral thesis is linked to the Graduate Program in Education of the Faculty of Science and Technology of the Paulista State University "Júlio de Mesquita Filho" (FCT/UNESP) and belongs to the research line "Formative processes, teaching and learning". The thesis had as its central study theme of the possibility of using the "Massive, Open, On-line Courses" (MOOCS) in the process of continuing teacher training for Inclusive Special Education. Thus, the study had the following guide question: can a distance course in the MOOC format on Inclusive Special Education contribute to the continued training of teachers for school inclusion? If so, in what way? In this sense, the general objective of the research was to investigate whether a distance course in the MOOC format on Inclusive Special Education can contribute to the continued training of teachers for school inclusion. For this, three distinct but complementary studies were conducted. In study 1, a Systematic Literature Review was conducted to analyze the production of knowledge about distance practices and formative processes in the area of Inclusive Special Education. In study 2, we identified and analysis of the formative needs of education professionals on Inclusive Special Education in initial and continuing education and the identification and analysis of the formative needs of education professionals on the structuring of distance learning courses in the area of Inclusive Special Education. And in study 3, we were describing and analyzing the contents, materials and activities proposed in the course "Inclusive and Special Education" offered by “Unesp Aberta” and the analysis of the involvement and interaction of participants in the proposed activities and their personal perceptions in relation to the course. Each of the three studies had a specific methodological procedure described in each chapter. The results obtained in the three studies allowed us to defend the thesis that a distance course in the MOOC format on Inclusive Special Education can contribute to the continued training of teachers for school inclusion, providing tools, resources and strategies for the composition of an inclusive pedagogical practice. It is also advocated that the specific characteristics of courses in this format such as: gratuity in most courses, possibility of access to content in any geographical space, possibility of starting and completing in the desired time and offer for a large number of participants and possibility of building collaborative learning networks online, are positive points that can attract several teachers, among them, those who work with students from the target audience of Special Education, thus contributing to the process of continuing education for Inclusive Special Education and provide new ways of teachers building knowledge on the subject, in a contextualized, meaningful and collaborative way.
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Palavras-chave
MOOCS, Educação aberta, Educação especial inclusiva, Formação continuada de professores, Open education, Inclusive special education, Continuing teacher training