Tecendo saberes, dizeres, fazeres em formação contínua de professores : uma perspectiva de educação inclusiva .

AUTOR(ES)
DATA DE PUBLICAÇÃO

2009

RESUMO

This paper reveals the flourishing of the inclusive process in continuous teachers training, in the perspective of inclusive education and was created in the experiential space of formationresearch, weaving knowledge, speeches, practices, blending the senses and meanings of the histories of training and experience. The analysis of this ongoing inclusive process revealed the beauty of the lace and the taste of knowing how to weave the song of the living life of the constant learning lived under the accord of the scientific narrative. In this challenge, the research dealt with a group of eight teachers from eight different schools part of the municipal and state department of education in the city of Aracaju, and an extension course The continuous training of teachers in an inclusive perspective: the narration, the listening and the dialogue was developed, certified by the Federal University of Sergipe. The methodological path of the research challenged the teachers to reflect, investigating the complexity of their own knowledge and experience. In this sense, the research moved in three directions: the narration in the listening and its understanding; the dialogue in the multiplicity of voices and the narrative writing of the existential sense of the human being. In order to follow this perspective, the research had to consider transdisciplinarity, as opposed to objectivity which when being established as a criteria of truth, disregarded subjectivity and in the teachers training, the understanding of the ontological sense of the being, which reveals and represents it, leaving a blank in the articulation of the intertextuality of knowledge, omitting, silencing or denying the presence which makes it present. All this demanded the interweavement of the hermeneutical and phenomenological basis of the formation-research with the basis of the epistemology of teaching, in the path of possibilities, in the inter-disciplinary articulation. As a result of the research, the study revealed new forms of comprehension and new processes of training in the movement of constituting autonomy, pointing to an inclusive process in the teachers training, considering that the teachers, in this process, allowed themselves to narrate, reflect, think and produce knowledge.

ASSUNTO(S)

teachers training professores formação abordagem interdisciplinar do conhecimento complexidade (filosofia) educacao inter-disciplinary approach of knowledge educação inclusiva complexity (philosophy) inclusive education

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