Formação de professores na perspectiva inclusiva: um estudo acerca de encontros formativos de uma escola pública
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2023-04-10
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Universidade Estadual Paulista (Unesp)
Resumo
A formação de professores tem demonstrado a sua relevância na contemporaneidade por meio da frequência em que a temática é abordada em debates do campo na educação. Principalmente, no que diz respeito ao seu papel promissor, na atuação deste profissional em consonância com uma escola fundamentada em princípios inclusivos, que exige uma nova postura diante de tal desafio. Neste sentido, os encontros formativos realizados nas escolas deveriam contemplar estudos e discussões acerca do processo de inclusão, mostrando preocupação na busca de caminhos e possibilidades de uma educação de qualidade para todos. Dessa forma, este estudo tem como objetivo mapear e analisar como são desenvolvidos os encontros formativos e se podem corroborar com os saberes necessários para a constituição de práticas pedagógicas inclusivas com vistas no ensino e aprendizagem dos alunos, assim como daqueles identificados público-alvo da educação especial (PAEE). A investigação baseou-se nos princípios de abordagem qualitativa, por meio de diferentes instrumentos para a aquisição dos dados, que envolveram a leitura de documentos produzidos no âmbito escolar, referentes aos encontros formativos nos anos de 2019 e 2020 em uma escola pública do Ensino Fundamental I no interior do Estado de São Paulo. A pesquisa caracterizou-se como documental, na qual adotamos procedimentos sistematizados para análise do material selecionado. Estes, por sua vez, foram subdivididos em dois eixos temáticos de análise: i) assuntos e/ou temáticas discutidas; ii) aspectos específicos e a relação com os saberes docentes; que foram subsidiados pelo referencial teórico que fundamenta o presente estudo. Os resultados demostraram preocupação quanto à formação dos professores em serviço, ao apresentar nos encontros do Horário de Trabalho Pedagógico Coletivo (HTPC) estudos de temáticas pertinentes por contemplar uma perspectiva plural sobre os mais variados assuntos pedagógicos, para subsidiar o professor no planejamento de suas aulas, atuação pedagógica e registro de acompanhamento de aprendizagem. Contudo, identificamos que os assuntos direcionados aos aspectos específicos do PAEE apareceram em somente alguns encontros. Além disso, as discussões gerais e especificas foram apresentadas de forma separadas, como se fossem assuntos que não pudessem se relacionar em si, assim ocorrendo um distanciamento entre os saberes que são exigidos pela prática pedagógica numa perspectiva inclusiva. Também foi possível identificar, que os saberes atitudinais, procedimentais, conceituais, relacionado às características dos professores e contextuais estão presentes nas discussões dos encontros formativos, entretanto, é necessário aprofundá-los e de estratégias para compreendê-los e aproximá-los dos saberes práticos presentes no cotidiano da sala de aula. Destacamos que, é indispensável a presença destes saberes nas discussões dos encontros formativos para subsidiar o trabalho dos professores em favor da escolarização dos alunos numa perspectiva inclusiva, mas isso só será possível se o professor se tornar protagonista do seu conhecimento para revisitar e avaliar sua prática pedagógica com intuito de considerar as especificidades dos alunos PAEE. Este estudo se mostrou relevante, mediante a discussão dos momentos de formação de professores em serviço, os quais proporcionam um espaço de prestígio para discutir sobre práticas pedagógicas inclusivas considerando as especificidades dos alunos PAEE, e, portanto, construindo os saberes docentes necessários a partir dos desafios encontrados no próprio contexto escolar.
Teacher education has demonstrated its relevance in contemporary times through the frequency with which the theme is addressed in debates in the field of education. Mainly, with regard to its promising role, regarding the performance of this professional in line with a school based on inclusive principles, which requires a new posture in the face of such a challenge. In this sense, the training meetings held in schools should include studies and discussions about the inclusion process, showing concern in the search for paths and possibilities for quality education for all. Thus, this study aims to map and analyze how training meetings are developed and whether they can corroborate with the necessary knowledge for the constitution of inclusive pedagogical practices with a view to teaching and learning of students, as well as those identified population of special education (PAEE). The investigation was based on the principles of a qualitative approach, through different instruments for data acquisition, which involved reading documents produced in the school environment, referring to training meetings in the years 2019 and 2020 in a public primary school a small city in São Paulo São Paulo. The research was characterized as documental, in which we adopted systematic procedures for analyzing the selected material. These, in turn, were subdivided into two thematic axes of analysis: i) subjects and/or themes discussed; ii) specific aspects and the relationship with teaching knowledge; which were subsidized by the theoretical framework that underlies the present study. The results showed concern regarding the training of in-service teachers, by presenting studies of relevant themes at meetings of the Collective Pedagogical Work Schedule (HTPC) as they contemplate a plural perspective on the most varied pedagogical subjects, to support teachers in planning their classes, pedagogical performance and learning follow-up record. However, we identified that subjects directed to specific aspects of the PAEE appeared in only a few meetings. In addition, the general and specific discussions were presented separately, as if they were subjects that could not be related in themselves, thus causing a gap between the knowledge that is required by pedagogical practice in an inclusive perspective. It was also possible to identify that attitudinal, procedural, conceptual knowledge, related to the characteristics of teachers and context are present in the discussions of the formative meetings, however, it is necessary to deepen them and strategies to understand them and bring them closer to practical knowledge present in the classroom everyday. We emphasize that the presence of this knowledge in the discussions of the formative meetings is essential to subsidize the work of teachers in favor of schooling students in an inclusive perspective, but this will only be possible if the teacher becomes the protagonist of his knowledge to revisit and evaluate his pedagogical practice in order to consider the specificities of PAEE students. This study proved to be relevant, through the discussion of in-service teacher training moments, which provide a prestigious space to discuss inclusive pedagogical practices considering the specificities of PAEE students, and, therefore, building the necessary teaching knowledge from the challenges encountered in the school environment itself.
Teacher education has demonstrated its relevance in contemporary times through the frequency with which the theme is addressed in debates in the field of education. Mainly, with regard to its promising role, regarding the performance of this professional in line with a school based on inclusive principles, which requires a new posture in the face of such a challenge. In this sense, the training meetings held in schools should include studies and discussions about the inclusion process, showing concern in the search for paths and possibilities for quality education for all. Thus, this study aims to map and analyze how training meetings are developed and whether they can corroborate with the necessary knowledge for the constitution of inclusive pedagogical practices with a view to teaching and learning of students, as well as those identified population of special education (PAEE). The investigation was based on the principles of a qualitative approach, through different instruments for data acquisition, which involved reading documents produced in the school environment, referring to training meetings in the years 2019 and 2020 in a public primary school a small city in São Paulo São Paulo. The research was characterized as documental, in which we adopted systematic procedures for analyzing the selected material. These, in turn, were subdivided into two thematic axes of analysis: i) subjects and/or themes discussed; ii) specific aspects and the relationship with teaching knowledge; which were subsidized by the theoretical framework that underlies the present study. The results showed concern regarding the training of in-service teachers, by presenting studies of relevant themes at meetings of the Collective Pedagogical Work Schedule (HTPC) as they contemplate a plural perspective on the most varied pedagogical subjects, to support teachers in planning their classes, pedagogical performance and learning follow-up record. However, we identified that subjects directed to specific aspects of the PAEE appeared in only a few meetings. In addition, the general and specific discussions were presented separately, as if they were subjects that could not be related in themselves, thus causing a gap between the knowledge that is required by pedagogical practice in an inclusive perspective. It was also possible to identify that attitudinal, procedural, conceptual knowledge, related to the characteristics of teachers and context are present in the discussions of the formative meetings, however, it is necessary to deepen them and strategies to understand them and bring them closer to practical knowledge present in the classroom everyday. We emphasize that the presence of this knowledge in the discussions of the formative meetings is essential to subsidize the work of teachers in favor of schooling students in an inclusive perspective, but this will only be possible if the teacher becomes the protagonist of his knowledge to revisit and evaluate his pedagogical practice in order to consider the specificities of PAEE students. This study proved to be relevant, through the discussion of in-service teacher training moments, which provide a prestigious space to discuss inclusive pedagogical practices considering the specificities of PAEE students, and, therefore, building the necessary teaching knowledge from the challenges encountered in the school environment itself.
Descrição
Palavras-chave
Formação de professores, Formação continuada em serviço, Educação inclusiva, Encontros formativos, Saberes docentes, Teachers training, Continuing in-service training, Inclusive education, Formative meetings, Teacher knowledge
Como citar
AUGUSTO, Ana Paula de Oliveira. Formação de professores na perspectiva inclusiva: um estudo acerca de encontros formativos de uma escola pública. Universidade Estadual Paulista (Unesp), 2023.