TEACHER TRAINER OF THE DEGREE COURSE S TEACHERS IN PEDAGOGY: IN THE VIEW OF AN INCLUSIVE EDUCATION - A STUDY OF CASE IN URI CAMPUS SANTIAGO/RS / PROFESSOR FORMADOR DE PROFESSORES DO CURSO DE GRADUAÇÃO EM PEDAGOGIA: NO PANORAMA DE UMA EDUCAÇÃO INCLUSIVA UM ESTUDO DE CASO NA URI CAMPUS SANTIAGO/RS

AUTOR(ES)
DATA DE PUBLICAÇÃO

2005

RESUMO

This investigation interferes in the line of research Formation of Teachers of the Program of Masters Degree of UFSM. The context of the research is the Integrated Regional University of High Uruguay of the Missions Campus Santiago/RS, tends, as participants, the trainers of the Degree Course in Pedagogy Initial Series and your exits that are acting in the teaching with included students. It is privileged, as thematic, meanings of the teacher/universities that go through the view of the Inclusive Education, aiming at: (1) to choose, front to legal documents, the competences, necessary to an educator, for the inclusive education, capable to generate an inclusivity identity; (2) to apprehend elements that identify the trainer teacher of the Degree Course in Pedagogy of URI Campus Santiago/RS, chooses competences, necessary to the inclusive education, and if the pointed competences are in agreement with the legal documents; (3) to verify and to understand the students, exits of the Degree Course in Pedagogy of URI Campus Santiago R/S, in your educational work in the initial series, present favorable attitudes to the inclusive education, front to the elected competences; (4) to identify that trainer teachers contributed to build inclusivity competences in their trained universities; (5) to build a referencial on the profile of the trainer, front to the lifted up data, capable to collaborate in the construction of a pedagogy with inclusivity competences, heading for the superation of the segregatory paradigm. The research grew in three phases. In the first, legal documents were analyzed, identifying five inclusivity competences. In the second phase, the participated trainers, answering to a questionnaire, involving quanti-qualitative analysis procedures. With the obtained data, it tried to understand the profile of that trainer, inserted in the view of the inclusive education. In the last phase, the semi-structured interview was used, applied to the trainers, front to the speech presented in the questionnaire, and to the exits of the Course of Pedagogy that are exercising the teaching with included students, in order to confront the lifted up data, capable to identify which the profile of trainer teacher was capable to contribute, with positive attitudes, for your performance in the inclusive education. For analysis of the collected material, she opted for a qualitative investigation, based in the peculiarities of the content analysis. The results were discussed, together with the lifted up bibliography, interlacing the teachers voices, exits and authors. The results contributed to the researcher s personal and professional formation, being possible to understand the importance that the valorization of spaces is provided, propitiating the discussion on the students inclusion with special educational needs, in order to foment a community s of thought inclusivity idea, inside of the Course of Pedagogy of URI Santiago/RS, and the understanding that the Special Education owes go through, obliquely, the Basic Education and the higher education, as a foundation capable to make possible inclusivity attitudes in your futures teachers, seeking to an generalist educator.

ASSUNTO(S)

competências e educação inclusiva professor/formador educacao

ACESSO AO ARTIGO

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