Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-03-28T19:42:06Z No. of bitstreams: 1 PriscilaFerreiraRamosDantas_TESE.pdf: 3343763 bytes, checksum: b222463584564d142b37664fc64d8b1f (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-03-29T22:22:47Z (GMT) No. of bitstreams: 1 PriscilaFerreiraRamosDantas_TESE.pdf: 3343763 bytes, checksum: b222463584564d142b37664fc64d8b1f (MD5) / Made available in DSpace on 2017-03-29T22:22:47Z (GMT). No. of bitstreams: 1 PriscilaFerreiraRamosDantas_TESE.pdf: 3343763 bytes, checksum: b222463584564d142b37664fc64d8b1f (MD5) Previous issue date: 2016-07-21 / Na presente pesquisa enfocamos a pr?tica reflexiva como elemento imprescind?vel na forma??o docente na perspectiva de inclus?o escolar. A tese contida ? a de que ? forma??o continuada de docentes fundamentada em uma abordagem reflexiva permite ao professor analisar seu fazer pedag?gico e pode ser fator colaborativo na constru??o de respostas educativas diversificadas que atendam ao processo de inclus?o escolar. Por meio de uma abordagem qualitativa, adotamos como objetivo central analisar uma experi?ncia formativa pautada na reflex?o sobre a pr?tica docente e suas poss?veis contribui??es para o processo de inclus?o escolar desenvolvido por um grupo de professoras de determinada escola p?blica. Nesse sentido, estipulamos como objetivos espec?ficos analisar as concep??es e conhecimentos docentes que embasam as pr?ticas pedag?gicas desenvolvidas por professoras de uma determinada escola p?blica em turmas de alunos inclu?dos; problematizar a pr?tica pedag?gica para que as professoras possam refletir sobre desafios institu?dos com a inclus?o escolar e investigar conhecimentos constru?dos quando as professoras vivenciam uma experi?ncia formativa pautada na reflex?o sobre a pr?tica. Para tanto, tomamos como op??o metodol?gica a pesquisa a??o por compreender que esta pode, tanto atender aos pressupostos de uma investiga??o, como a de uma forma??o profissional, por possibilitar que os sujeitos envolvidos coletivamente problematizem suas pr?ticas e possam ressignific?-la. Como referencial te?rico que correlaciona inclus?o escolar, forma??o docente e pr?tica reflexiva, apoiamo-nos, teoricamente, em autores tais como Freire (1984,1996, 2001, 2002), Alarc?o (2001,2002; 2012), Perrenoud (2002; 2008), Imbern?n (2011, 2013); Pimenta (2005, 2012); Glat; Blanco (2007), Gonzal?z (2002), Carvalho (2003, 2004, 2012), Glat; Pletsch (2011), Rodrigues (2005, 2006) Pires (2010), Sassaki (1997), Vitaliano; Valente (2010) entre outros autores. O estudo foi desenvolvido entre, fevereiro de 2014 e agosto de 2015, em uma Escola do Sistema Municipal de Ensino de Natal, intitulada de Florescer. Os sujeitos da pesquisa foram tr?s professoras das s?ries iniciais do Ensino Fundamental e uma coordenadora pedag?gica. Como procedimentos de investiga??o foram utilizados a observa??o, question?rio, entrevistas semiestruturadas, an?lise documental, portf?lios reflexivos e encontros reflexivos. Foram realizados 12 encontros reflexivos de estudo e 3 encontros de planejamento pedag?gico. Os encontros reflexivos de estudo intencionavam colaborar com a forma??o das professoras a partir de um processo de reflex?o sobre a a??o docente com base em aporte te?rico. Os encontros de planejamento da a??o docente visavam contribuir com a organiza??o das a??es metodol?gicas que envolviam o trabalho dos conte?dos programados para o ano de escolariza??o dos alunos com base na perspectiva da inclus?o escolar. No processo de an?lise de dados, orientamo-nos pela t?cnica de an?lise de conte?do (BARDIN, 2009) que evidenciou que a pr?tica reflexiva pode, de fato, trazer contribui??es para forma??o docente, promovendo o desenvolvimento profissional na medida em que provoca o questionamento sobre a pr?pria a??o de ensinar e desenvolve o autoconhecimento, autoan?lise e auto avalia??o conduzindo a um processo de revis?o de concep??es e reconstru??o de pr?ticas com vistas a inclus?o escolar. O estudo aponta que o processo de forma??o continuada vinculado ao fazer docente, por meio de atitudes colaborativas, cr?ticas e reflexivas entre as professoras, tendo a escola como palco de sua efetiva??o, contribui para que os professores repensem e reelaborem suas a??es. / In this study we focused on reflective practice as an indispensable element in teacher education in the school inclusion perspective. The contained thesis is that the training of teachers based on a reflective approach allows teachers to analyze their pedagogical and can be collaborative factor in building diverse educational responses that meets the process of school inclusion. Through a qualitative approach, we adopted as central to analyze a formative experience guided reflection on teaching practice and their possible contributions to the school inclusion process developed by a group of determined public school teachers. In this sense, we determined specific objectives to analyze the conceptions and teaching knowledge that support the pedagogical practices developed by teachers of a particular public school in classes included students; problematize the pedagogical practice for teachers to reflect on challenges set with school inclusion and investigate mobilized knowledge and constructed when teachers experience a formative experience in guided reflection on practice. Therefore, as a methodological option action research to understand that this can both meet the assumptions of an investigation as a vocational training by enabling them collectively involved subjects problematize their practices and offering new significance can it. As a theoretical framework that correlates school inclusion, teacher training and reflective practice, we rely theoretically on authors such as Freire (1984.1996, 2001, 2002), Alarc?o (2001,2002, 2012), Perrenoud (2002; 2008) , Imbernon (2011, 2013); Pepper (2055, 2012); Glat; Blanco (2007), Gonz?lez (2002), Carvalho (2003, 2004, 2012), Glat; Pletsch (2011), Rodrigues (2005, 2006) Pires (2010), Sassaki (1997), Vitaliano; Valente (2010) among other authors. The study was conducted between February 2014 and August 2015 in a Municipal System Christmas Education School, titled Flower. The study subjects were three teachers of the early grades of elementary school and a pedagogical coordinator. As research procedures were used observation, questionnaire, semi-structured interviews, document analysis, reflective portfolios and reflective meetings. 12 reflective meetings of study and 3 educational planning meetings were held. Reflective dating study purposed to collaborate with the training of teachers, from, a process of reflection on the teaching activities based on theoretical basis. teaching action planning meetings were intended to contribute to the organization of methodological actions involving the work of content scheduled for the year of education of students from the perspective of school inclusion. In the process of data analysis, we look for content analysis (Bardin, 2009) which showed that reflective practice can indeed bring contributions to teacher training, promoting professional development insofar as it provokes questioning the action itself to teach and develop self-awareness, self-analysis and self-assessment leading to a process of review of concepts and reconstruction practices as school inclusion. The study points out that the continuing education process needs to be linked to make teaching, through collaborative attitudes, critical and reflective of the teachers the school being the stage for adoption.