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Desenvolvimento pessoal/profissional docente na perspectiva da educação para todos
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Esta investigação trata de duas temáticas muito abordadas nos dias atuais: inclusão, que tem sido assunto imperativo, cuja efetivação é exigida em todo o mundo, nos diversos prismas do conhecimento, e formação docente, que ocupa posição de destaque em debates acadêmicos, profissionais e políticos, inclusive no que se refere à formação para inclusão educacional. Ambas as temáticas são amparadas por documentos e legislações nacionais e internacionais, além de serem amplamente discutidas e pesquisadas por inúmeros estudiosos. O objetivo geral desta tese consiste em identificar, a partir da perspectiva dos professores que atuam no Instituto Federal do Mato Grosso (IFMT), quais são as lacunas, necessidades e interesses de desenvolvimento profissional docente para atender as exigências de uma educação inclusiva, bem como examinar de que forma as atitudes, as experiências com a inclusão e de formação se relacionam com as necessidades de desenvolvimento profissional que os próprios professores identificam e a necessidade que sentem em continuar buscando conhecimento. A investigação tem uma abordagem mista, na qual articula a organização de dois métodos de recolha de dados, um inquérito por questionário e uma entrevista, dividindo o estudo em duas fases, uma qualitativa, que envolveu a análise de conteúdo e uma quantitativa, que envolveu a análise estatística descritiva. Ambas as abordagens buscaram, respectivamente, caracterizar o perfil social, demográfico e profissional dos professores do IFMT, e conhecer as experiências vivenciadas, necessidades e interesses em relação às formações para inclusão. Os resultados obtidos indicam que de fato há lacunas e necessidades de formação para inclusão no corpo docente do IFMT que não implica essencialmente na falta de formação docente inicial (Licenciatura), e que os docentes veem importância na formação para inclusão e têm interesse. Todavia, há dificuldades apontadas para não realizarem formação, especialmente a carga horária de trabalho extensa. Observou-se ainda que, mesmo sem formação, as experiências com situações de inclusão mobilizam à formação e despertam a mudança de atitudes dos docentes para mudanças de suas práticas.
This research focus on two main topics: inclusion and teacher training, which includes the theme of learning about educational inclusion. Both topics are present in national and international documentation and legislation, besides being broadly discussed and researched. The main goal of the present work is to identify teachers’ (from Instituto Federal do Mato Grosso (IFMT) perspectives regarding the needs and interests for teaching professional development in order to meet the needs of an inclusive education, and also the behaviors and experiences regarding inclusion and training that are related with the needs of professional development. The research has a mixed approach, by articulating two types of data collection, the survey by questionnaire and the interview, dividing the study in two phases: one qualitative, that used the content analysis method; and one quantitative, that used statistical/deductive analysis method. These two approaches aimed at examining the relationship between the social, demographic and professional profile of the IFMT teachers and their reported experiences, needs and interests regarding training for inclusion. The results obtained indicated that there are indeed gaps and needs in training for inclusion within the IFMT faculty, which is not related with a lack of initial professional teaching training (initial degree), and that the teachers consider important the training for inclusion and have interest in it, although the reported difficulties not attending it, such as the intensive work load. It was also observed that the experiences regarding inclusion situations promoted training participation and triggered a change in teacher’s attitudes regarding change of their practices.
This research focus on two main topics: inclusion and teacher training, which includes the theme of learning about educational inclusion. Both topics are present in national and international documentation and legislation, besides being broadly discussed and researched. The main goal of the present work is to identify teachers’ (from Instituto Federal do Mato Grosso (IFMT) perspectives regarding the needs and interests for teaching professional development in order to meet the needs of an inclusive education, and also the behaviors and experiences regarding inclusion and training that are related with the needs of professional development. The research has a mixed approach, by articulating two types of data collection, the survey by questionnaire and the interview, dividing the study in two phases: one qualitative, that used the content analysis method; and one quantitative, that used statistical/deductive analysis method. These two approaches aimed at examining the relationship between the social, demographic and professional profile of the IFMT teachers and their reported experiences, needs and interests regarding training for inclusion. The results obtained indicated that there are indeed gaps and needs in training for inclusion within the IFMT faculty, which is not related with a lack of initial professional teaching training (initial degree), and that the teachers consider important the training for inclusion and have interest in it, although the reported difficulties not attending it, such as the intensive work load. It was also observed that the experiences regarding inclusion situations promoted training participation and triggered a change in teacher’s attitudes regarding change of their practices.
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Inclusão Educação para Todos Desenvolvimento Profissional Formação docente Institutos Federais Ensino Superior Inclusion Education for All Teacher’s Professional development Teacher training Institutos Federais Higher Education