| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.35 MB | Adobe PDF |
Authors
Abstract(s)
Esta pesquisa teve como objetivo principal compreender que sentidos professores de Educação Especial (EE) dão ao seu papel frente à inclusão educacional, tendo em conta seus percursos de formação, as orientações normativas sobre o perfil de competências profissionais e as competências de atuação exercidas em contextos profissionais. Adotando como contexto de estudo o cenário educacional brasileiro, observa-se que na atualidade a atuação dos professores de EE está imersa na proposta educacional inclusiva. Nesta perspetiva, o perfil de competências definido em documentos políticos constitui professores de EE multifuncionais e generalistas no exercício de suas funções. Por outro lado, tem-se observado a oferta de diferentes modelos formativos para atuar na Educação Especial, com diferentes perfis de competências, que parecem não atender de forma integral ao perfil de competências apresentado em documentos oficiais. De natureza qualitativa e assumindo uma perspetiva pós-estruturalista, o estudo adotou como método a análise de conteúdo, sustentado as discussões dos resultados em uma análise de discurso. As análises e discussões dos resultados se apresentam em dois momentos: estudo de documentos políticos e legais, buscando compreender os modos pelos quais estes discursos produzem o professor de EE, e o estudo com professores de EE por meio de entrevistas estruturadas, analisando os modos pelos quais constituem significados sobre sua própria formação e a percepção do papel assumindo em contextos de atuação. Os resultados demonstram que as competências de atuação desenvolvidas por estes professores em contexto não têm correspondido ao perfil de competências profissionais atribuído pelas formações e definido em documentos oficiais. Compreende-se que, de uma forma ou outra, os professores têm assumido diferente lugares, produzidos pelos documentos políticos, pelas formações e pelo próprio contexto em que atuam. Os lugares assumidos na inclusão estão em conflito, tendo em conta as múltiplas funções e papeis assumidos nos contextos de atuação. Tensiona-se que os alinhamentos políticos/sociais, teóricos e práticos causam efeitos diretos na inclusão, não só na definição de papeis, mas na mudança de atitudes e valores. Estes são os principais fatores de impacto na fragilização do processo de profissionalidade docente.
This study aimed to understand how Special Educational teachers (SET) make sense of their role in developing inclusive education, by considering SE teachers’ profile as defined in official documents and as assigned by their training institutions, as well as the professional competencies which they are called to mobilize in their professional context. Adopting the Brazilian educational scenario as a study context, it is observed that currently SE teachers’ work is immersed in the inclusive educational proposal. In addition, the SE teachers’ profile as defined in official documents has produced multifunctional and generalists SE teachers Yet, it has been also observed that different training models assign, different SE teachers’ profiles which do not seem to fully meet the profile as defined in official documents. Of a qualitative nature and assuming a post-structuralist perspective, the study adopted content analysis for analyzing data and supported results’ discussion in a method of discourse analysis. The analyzes and discussions of the results are presented in two moments: the study of political and legal documents, seeking to understand the ways in which political and legal discourses produce the SE teacher, and the study with SE teachers by means of structured-open interviews, aimed at analyzing the ways by which SE teachers produce meanings about their own training and the perception of the role they play in professional contexts. Results show that the professional competences developed by these teachers in their professional context do not match SE teachers’ profile as defined in official documents and as assigned by their training institutions. Teachers have taken different places, as they are produced by political documents, by their training institutions or by the context in which they work. Places assumed in inclusion are in conflict, taking into account the multiple functions and roles that SE teachers are called to play in their professional contexts. It is stressed that political / social, theoretical and practical alignments cause direct effects on inclusion, not only in defining roles, but in changing attitudes and values. These are the main factors weakening teaching professional development processes.
This study aimed to understand how Special Educational teachers (SET) make sense of their role in developing inclusive education, by considering SE teachers’ profile as defined in official documents and as assigned by their training institutions, as well as the professional competencies which they are called to mobilize in their professional context. Adopting the Brazilian educational scenario as a study context, it is observed that currently SE teachers’ work is immersed in the inclusive educational proposal. In addition, the SE teachers’ profile as defined in official documents has produced multifunctional and generalists SE teachers Yet, it has been also observed that different training models assign, different SE teachers’ profiles which do not seem to fully meet the profile as defined in official documents. Of a qualitative nature and assuming a post-structuralist perspective, the study adopted content analysis for analyzing data and supported results’ discussion in a method of discourse analysis. The analyzes and discussions of the results are presented in two moments: the study of political and legal documents, seeking to understand the ways in which political and legal discourses produce the SE teacher, and the study with SE teachers by means of structured-open interviews, aimed at analyzing the ways by which SE teachers produce meanings about their own training and the perception of the role they play in professional contexts. Results show that the professional competences developed by these teachers in their professional context do not match SE teachers’ profile as defined in official documents and as assigned by their training institutions. Teachers have taken different places, as they are produced by political documents, by their training institutions or by the context in which they work. Places assumed in inclusion are in conflict, taking into account the multiple functions and roles that SE teachers are called to play in their professional contexts. It is stressed that political / social, theoretical and practical alignments cause direct effects on inclusion, not only in defining roles, but in changing attitudes and values. These are the main factors weakening teaching professional development processes.
Description
Keywords
Educação Especial inclusão educacional Formação de professores competências de atuação profissional Special Education educational inclusion Teacher training Special Educational teachers’ profile