Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2014-09-19T10:50:44Z No. of bitstreams: 2 Dissertacao Adriana de O Freitas.pdf: 2421355 bytes, checksum: e4da60bd32a4c843c3fb9cffa993a8f5 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2014-09-19T13:32:24Z (GMT) No. of bitstreams: 2 Dissertacao Adriana de O Freitas.pdf: 2421355 bytes, checksum: e4da60bd32a4c843c3fb9cffa993a8f5 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-09-19T13:32:24Z (GMT). No. of bitstreams: 2 Dissertacao Adriana de O Freitas.pdf: 2421355 bytes, checksum: e4da60bd32a4c843c3fb9cffa993a8f5 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-06-14 / The role of the Special Education professionals are becoming an essential condition for education and inclusion of students with special educational needs. The support of these students has raised the discussion of the relationship Common Education Network in Regular and Special Education, ie involves the debate on the need to develop a coordinated action between different educational agents within the school inclusion. In this sense the collaborative approach between these various actors involved in the education of these students: Regents Professor common class, support teacher `inclusion, teacher resource rooms multifunctional, family and community, is assuming a key role in a relationship positive among these professionals to contribute to the promotion of academic success of students with educational needs and other students of the school. So understand how the work has constituted the Special Education Professional allows you to analyze aspects of the inclusion of pupils with special educational needs. Thus, we chose to define the teacher to support inclusion, as this professional has assumed an important role in the implementation of inclusion policies in Goiás So ask yourself: How has the role of teacher to support inclusion? What indicators are present in collaborative teaching and teacher performance to support inclusion? The main objective of this research is to analyze the words of teachers to support inclusion of their educational practices and indicators that they present for collaborative teaching. In this research we used the collaborative research, this type of research the researcher and seek data also enables the continuous training of teachers, space for teachers to have freedom of expression, the analyzes were carried out in stages which is subdivided into six meetings. In the first meeting held by Oceesp participating teachers to be informed about the objectives and risks of the study signed the Terms of Consent (IC), agreeing to participate in the research, thereby allowing the use of their lines and all registration information listed during the search. In addition, the teachers answered a questionnaire on appearing on your identifying information, education and performance. Was focused on the role and activities of teachers to support inclusion through a press conference. The desk study on the role and performance of the teacher Inclusion support and collaborative learning was conducted in order to inform and enlighten teachers about national and state legislation on special education and inclusion, contextualizing the role and function of the teacher support, providing a better understanding of collaborative learning, its relationship with the classroom teacher, culminating in the synthesis of the data. / A atuação de profissionais da Educação Especial vem se constituindo em condição fundamental para educação e inclusão de estudantes com necessidades educacionais especiais. O apoio a esses alunos tem levantado a discussão da relação Educação Comum na Rede Regular e Educação Especial, isto é envolve o debate sobre a necessidade de desenvolver uma atuação articulada entre os diferentes agentes educacionais no âmbito da inclusão escolar. Nesse sentido a perspectiva colaborativa, entre esses diferentes agentes que intervêm no processo educativo desses alunos: professor regente de classe comum, professor de apoio `a inclusão, professor de salas de recursos multifuncionais, família e comunidade, vem assumindo um papel fundamental para uma relação positiva entre esses profissionais, no sentido de contribuir com a promoção do sucesso escolar dos alunos com necessidades educacionais e dos demais alunos da escola. Portanto compreender como vem se constituindo a atuação dos profissionais de Educação Especial permite analisar aspectos da inclusão escolar dos alunos com necessidades educacionais especiais. Desse modo, optamos por definir o professor de apoio à inclusão, uma vez que esse profissional vem assumindo um papel importante na implementação de políticas de inclusão em Goiás. Então se pergunta: Como tem sido a atuação do professor de apoio à inclusão? Quais os indicadores de ensino colaborativo estão presentes na atuação do professor de apoio à inclusão? O objetivo principal desta investigação é analisar os dizeres dos professores de apoio à inclusão sobre as suas práticas educativas e os indicadores que as mesmas apresentam de ensino colaborativo. Na presente pesquisa utilizou-se da pesquisa colaborativa, neste tipo de pesquisa o pesquisador além de buscar dados, possibilita também a formação continuada dos professores, espaço para que os professores tenham liberdade de expressão, as análises foram realizadas em etapas que se subdividiram em seis encontros. No primeiro Encontro realizado pelo Oceesp os professores participantes ao serem esclarecidos sobre os objetivos e riscos da pesquisa assinaram os Termos de Consentimento Livre e Esclarecido (TCLE), concordando em participar da pesquisa, autorizando assim a utilização de suas falas e todo registro de informações elencadas durante a pesquisa.Além disso, os professores responderam a um formulário, em que constavam seus dados de identificação, formação e atuação. Foi focalizado o papel e atuação dos professores de apoio à Inclusão através de uma entrevista coletiva. Oestudo documental sobre o papel e atuação do professor de apoio à Inclusão e o ensino colaborativo foi realizado com o intuito de informar e esclarecer as professoras quanto a legislação nacional e estadual, sobre a educação especial e inclusão, contextualizando o papel e função do professor de apoio, proporcionando uma melhor compreensão do ensino colaborativo, de sua relação com o professor regente, culminando na síntese dos dados.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2018-08-22T19:52:55Z No. of bitstreams: 1 leticiaborgesmarrasoares.pdf: 777800 bytes, checksum: 2042bd3288e04ec2705b6905f5804fd7 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-09-03T16:36:16Z (GMT) No. of bitstreams: 1 leticiaborgesmarrasoares.pdf: 777800 bytes, checksum: 2042bd3288e04ec2705b6905f5804fd7 (MD5) / Made available in DSpace on 2018-09-03T16:36:16Z (GMT). No. of bitstreams: 1 leticiaborgesmarrasoares.pdf: 777800 bytes, checksum: 2042bd3288e04ec2705b6905f5804fd7 (MD5) Previous issue date: 2017-12-21 / O exercício da cidadania e o respeito à diversidade ganharam significativo avanço nestas duas últimas décadas. A partir da Conferência Mundial sobre Educação Especial ocorrida em Salamanca na Espanha, em junho de 1994, o tratamento dado às pessoas com deficiência ganhou expressivo destaque mundial. A discussão a respeito da inclusão desses indivíduos, no âmbito do trabalho, do lazer e da sua visibilidade na sociedade representa um grande progresso na garantia de direitos, o que lhes conferiu o direito à educação, sendo que as escolas, historicamente, têm encontrado enormes desafios para assegurar às pessoas com deficiência o direito à educação. Diante disso, torna-se pertinente uma maior investigação sobre a importância da articulação dos professores para inclusão dos alunos com deficiência e ou transtorno global do desenvolvimento - TGD. Desta forma, o objetivo geral deste estudo é identificar quais dificuldades impossibilitam os professores regentes de turma, professores de apoio e especialista da Educação Básica, de se articularem para efetivação da inclusão de alunos com deficiência e/ou TGD na Escola Estadual Coronel João Cândido Aguiar em Patrocínio-MG. Como objetivos específicos o estudo propõe: descrever o processo histórico de inclusão desde seus pressupostos históricos até o Projeto Incluir no Estado de Minas Gerais, bem como os atendimentos educacionais especializados – AEE; analisar as relações entre professores regentes de turmas e professores de Apoio à Comunicação Linguagens e Tecnologias Assistivas – CLTA, quanto ao compartilhamento de espaço físico, adaptações no ensino e participação dos alunos, e ainda compreender os desafios que os professores encontram para desenvolver o planejamento conjunto em prol dos alunos com deficiência e/ou TGD e propor um plano de ação que inclua propostas de: implementação do Projeto Político Pedagógico; formação continuada de professores; criação de rede de apoio e sistema de monitoramento da aprendizagem na própria escola para minimizar as dificuldades dos professores atuantes na escola pesquisada. A investigação realizada é um estudo exploratório, de natureza qualitativa. A coleta de dados foi realizada por meio do procedimento Grupo Focal. Como procedimento de análise dos dados será utilizado à análise das falas dos sujeitos pesquisados. A amostra deste estudo será constituída por três professoras de Apoio à Comunicação Linguagens e Tecnologias Assistivas, sete professoras regentes de turma e uma especialista da Educação Básica que atuam na escola pesquisada. A análise das falas das professoras no Grupo Focal nos possibilita inferir que a articulação entre as professoras é frágil, quanto ao sistema de avaliação, compartilhamento de espaços, adaptação de materiais e planejamento, o que sugere um plano de ação em prol da inclusão. O plano de ação propõe melhorar a articulação entre os profissionais da escola por meio de: reformulação do Projeto Político Pedagógico; promoção da formação continuada de professores com tempo reservado ao planejamento conjunto, professores de apoio e professores regentes de turma; estabelecer redes de apoio à inclusão e criar um Serviço de Apoio à inclusão (SAI) dentro da própria escola para monitorar o atendimento da educação especial. / The citizenship exercise and the respect for diversity has progressed significantly over the past two decades. Since the World Conference about Special Education held in Salamanca Spain in June 1994, the treatment given to people with disabilities has increased a prominence worldwide meaningfulness. The discussion about the inclusion of these individuals in the workplace, recreation and society visibility represents a great progress on guaranteed rights, what has a ensured them the right to education, and schools have historically encountered enormous challenges in ensuring that people with disabilities have the right to education. In face of this, a detailed investigation concerning the importance of teachers' articulation. for the inclusion of students with disabilities and / or global disorder development (TGD) is relevant. Thus, the overall goal of this study is to identify which difficulties make it impossible for class teachers, support teachers and specialists in Basic Education to articulate for the effectiveness of students with disabilities inclusion and/or TGD in the State School Coronel João Cândido Aguiar in Patrocínio-MG. As specific goals the study proposes: to describe the historical process of inclusion from its historical assumptions to the Include Project in the State of Minas Gerais, in accordance with the specialized educational services - AEE; to analyze the relationships between teacher, class teachers and support teachers Communication and Assistive Technologies - CLTA, regarding the sharing of physical space, adaptations in the teaching and participation of students, and also to understand the challenges that the teachers face in developing joint planning for the benefit of students with disabilities and/or TGD and suggest a plan of action which includes proposals of: implementation of Political Pedagogical Project; continuous teacher education; creation of monitoring learning network support system inside the school to minimize the difficulties of the teachers acting in the researched school. The research represents an exploratory study of qualitative nature. The data collection was performed through the focal group procedure. As the procedure of data analysis, the speeches analysis of the individuals will be used surveyed. The sample of this study will be composed by three teachers of Language Communication Support and Assistive Technologies, seven class teachers and one specialist of Basic Education who work in the school researched. The analysis of the teachers' statements in the focal group allows us to infer that the articulation among the teachers is fragile, regarding the evaluation system, space sharing, material adaptation and planning, which suggests a plan of action for inclusion. The plan of action to improve the articulation among the professionals of the school consists in reformulating the Political Pedagogical Project; to promote the continued education of teachers with time reserved for joint planning, support teachers and class teachers; establish support networks for inclusion, and create a Inclusion Support Service (SAI) within the school itself to monitor special education care.

This diploma thesis deals with the burnout syndrome in primary school teachers. The field of interest of this thesis is the relation between the burnout syndrome and the social support offered by individual schools. It primarily focuses on formal activities at schools that assist with the social support which works as a prevention of the burnout syndrome development. The submitted work consists of two parts - theoretical and practical. The theoretical part defines the most important terms linked with the burnout syndrome. Primarily stress, one of the main causes of the burnout syndrome and its effect on the human health. Secondarily the burnout syndrome itself, the concept thereof, causes and symptoms and lastly its phases. In the next chapter, stress and the burnout syndrome in the teaching profession are described, followed by possibilities of their prevention. The last chapter of the theoretical part is then concerned with the specific formal activities for assistance with the professional social support. The results of research in two schools, chosen based on the different number of formal activities, are presented in the practical part. Teachers in these schools were given a questionnaire, the first part of which provides a general information, the second part uses the standardized...

The thesis called Beginning Teacher Support at Elementary School Kunratice explores how the chosen school supports the beginning teachers in the area of their professional development and what opportunities are provided to them by the school. The thesis is divided into theoretical and practical part. The theoretical part describes the beginning teacher profession and ways of supporting the beginning teachers, such as mentoring, pair teaching, professional portfolio, or personal plan of pedagogical development. The ways of supporting the beginning teachers are described first in general, and next with the focus on how such support is implemented at the elementary school Kunratice. The practical part investigates the contribution of specific ways of supporting the beginning teachers at the chosen school using qualitative research as well as analysis of the internal documents. Moreover, the practical part contains outcomes of the author's previous experience in the respective field. Key words Support, beginning teacher, elementary school Kunratice, mentoring, pair teaching, pedagogical portfolio, personal plan of pedagogical development

Esta pesquisa analisa o Programa de Apoio Pedagógico implementado na Rede Municipal de Ensino de Ribeirão Preto, a partir da percepção dos profissionais. A pesquisa, de natureza qualitativa, foi realizada entre agosto de 2011 e junho de 2013, e utilizou-se de análise documental; entrevistas com gestores municipais; aplicação de questionários a Professores de Apoio Pedagógico (PAPs) atuantes no ano letivo de 2012; e entrevistas com PAPs e Professores Titulares que atuaram com Professores de Apoio. A inserção de um segundo professor em sala de aula foi verificada em quantidade significativa em diferentes Redes de ensino em todo o país. Para compreensão das diferentes experiências de introdução do segundo professor em sala de aula, foram identificadas diferentes realidades em que a implantação do Professor de Apoio tem sido efetivada: o Professor de Apoio em Portugal, dentro de uma perspectiva de educação inclusiva, o collaborative teaching, nos Estados Unidos, a docência compartilhada, em Porto Alegre (RS), e o Auxiliar de Ensino nas Redes Municipal e Estadual de Ensino de São Paulo. A proposta do segundo professor parece ter se difundido no Brasil a partir da década de 1990, quando é iniciada uma profunda reforma no Estado Brasileiro, com importantes implicações para as políticas educacionais. Em relação ao Programa objeto de análise, foi constatada ausência de documentos oficiais que relatassem seu histórico e suas orientações teórico-metodológicas. A partir dos dados dos questionários e das entrevistas com os Professores, buscou-se apresentar o Programa de Apoio Pedagógico segundo a percepção dos profissionais. Os dados obtidos permitiram verificar a existência no Programa de entraves na efetivação de uma educação na perspectiva de qualidade social. A fragilidade da política foi identificada na indefinição clara de objetivos, a ausência de orientações e de formação específica para a função de Professor de Apoio Pedagógico, a ausência ou insuficiência de materiais destinados ao Programa, e a ausência de instrumentos formais para sua avaliação. Observou-se que a prática do Professor de Apoio Pedagógico ainda não foi consolidada, e que as dificuldades de implantação do segundo professor reiteram os obstáculos presentes no primeiro programa de atuação de voluntários que o antecede. / This research analyzes the Educational Support Program implemented in Municipal Schools of Ribeirão Preto, from the professionals perception. The research was qualitative, was conducted between August 2011 and June 2013, and used document analysis, interviews with municipal managers; questionnaires with Educational Support Teachers (PAPs) who worked in the academic year 2012, and interviews with PAPs and Teachers who worked with Support Teachers. The insertion of a second teacher in the classroom was found in significant amounts in different school systems throughout the country. To understand the different experiences of introducing the second teacher in the classroom, it was identified different realities in which the implementation of Support Teacher has been effected: Support Teacher in Portugal, within a perspective of inclusive education, the collaborative teaching in the United States, shared teaching, in Porto Alegre (RS), and Teaching Assistant in the São Paulo´s Municipal and State Education Systems. The proposal of second teacher seems to have been widespread in Brazil from the 1990s, when it began a profound reform in the Brazilian State, with important implications for educational policy. Regarding the analyzed program was observed absence of official documents to report on its history and its theoretical and methodological orientation, necessitating the use of oral sources through interviews with management team´s representatives of the researched city´s Municipal Department of Education. From the data of questionnaires and interviews with teachers sought to present the Educational Support Program by professionals perception. The obtained data showed the existence of barriers in the Program to actualize an education from the perspective of social quality. The fragility of the politics were identified in undefined clear goals, the absence of guidelines and specific training for the role of Educational Support Teachers, the lack or the failure of materials for the Program, the absence of formal instruments for its evaluation. It was observed that Pedagogical Support Teacher´s practice has not yet been consolidated, and the difficulties of implementing the second teacher reiterate the obstacles in the first program of volunteers work that precedes it.

Esta pesquisa analisa o Programa de Apoio Pedagógico implementado na Rede Municipal de Ensino de Ribeirão Preto, a partir da percepção dos profissionais. A pesquisa, de natureza qualitativa, foi realizada entre agosto de 2011 e junho de 2013, e utilizou-se de análise documental; entrevistas com gestores municipais; aplicação de questionários a Professores de Apoio Pedagógico (PAPs) atuantes no ano letivo de 2012; e entrevistas com PAPs e Professores Titulares que atuaram com Professores de Apoio. A inserção de um segundo professor em sala de aula foi verificada em quantidade significativa em diferentes Redes de ensino em todo o país. Para compreensão das diferentes experiências de introdução do segundo professor em sala de aula, foram identificadas diferentes realidades em que a implantação do Professor de Apoio tem sido efetivada: o Professor de Apoio em Portugal, dentro de uma perspectiva de educação inclusiva, o collaborative teaching, nos Estados Unidos, a docência compartilhada, em Porto Alegre (RS), e o Auxiliar de Ensino nas Redes Municipal e Estadual de Ensino de São Paulo. A proposta do segundo professor parece ter se difundido no Brasil a partir da década de 1990, quando é iniciada uma profunda reforma no Estado Brasileiro, com importantes implicações para as políticas educacionais. Em relação ao Programa objeto de análise, foi constatada ausência de documentos oficiais que relatassem seu histórico e suas orientações teórico-metodológicas. A partir dos dados dos questionários e das entrevistas com os Professores, buscou-se apresentar o Programa de Apoio Pedagógico segundo a percepção dos profissionais. Os dados obtidos permitiram verificar a existência no Programa de entraves na efetivação de uma educação na perspectiva de qualidade social. A fragilidade da política foi identificada na indefinição clara de objetivos, a ausência de orientações e de formação específica para a função de Professor de Apoio Pedagógico, a ausência ou insuficiência de materiais destinados ao Programa, e a ausência de instrumentos formais para sua avaliação. Observou-se que a prática do Professor de Apoio Pedagógico ainda não foi consolidada, e que as dificuldades de implantação do segundo professor reiteram os obstáculos presentes no primeiro programa de atuação de voluntários que o antecede. / This research analyzes the Educational Support Program implemented in Municipal Schools of Ribeirão Preto, from the professionals perception. The research was qualitative, was conducted between August 2011 and June 2013, and used document analysis, interviews with municipal managers; questionnaires with Educational Support Teachers (PAPs) who worked in the academic year 2012, and interviews with PAPs and Teachers who worked with Support Teachers. The insertion of a second teacher in the classroom was found in significant amounts in different school systems throughout the country. To understand the different experiences of introducing the second teacher in the classroom, it was identified different realities in which the implementation of Support Teacher has been effected: Support Teacher in Portugal, within a perspective of inclusive education, the collaborative teaching in the United States, shared teaching, in Porto Alegre (RS), and Teaching Assistant in the São Paulo´s Municipal and State Education Systems. The proposal of second teacher seems to have been widespread in Brazil from the 1990s, when it began a profound reform in the Brazilian State, with important implications for educational policy. Regarding the analyzed program was observed absence of official documents to report on its history and its theoretical and methodological orientation, necessitating the use of oral sources through interviews with management team´s representatives of the researched city´s Municipal Department of Education. From the data of questionnaires and interviews with teachers sought to present the Educational Support Program by professionals perception. The obtained data showed the existence of barriers in the Program to actualize an education from the perspective of social quality. The fragility of the politics were identified in undefined clear goals, the absence of guidelines and specific training for the role of Educational Support Teachers, the lack or the failure of materials for the Program, the absence of formal instruments for its evaluation. It was observed that Pedagogical Support Teacher´s practice has not yet been consolidated, and the difficulties of implementing the second teacher reiterate the obstacles in the first program of volunteers work that precedes it.

This study examined the varying roles of individual members of the teaching practicum triad, comprising the university supervisor, the student teacher and the school support teacher, during the practicum component of primary teacher education at the University of Namibia’s Katima Mulilo Campus. The research sought to establish the perceptions of the school support-teachers, university students and university lecturers about the effectiveness of pre-deployment preparedness of trainee teachers before their attachment to schools for teaching practice and to establish the facets of the school participation within the triad which are most effective in supporting trainee teachers throughout their school based practicum. The practicum partnership matrix, as well the pre-teaching campus-based studies and pre-deployment preparations by the university, were closely examined. Suggestions from practicum schools, trainee teachers and the University of Namibia’s Faculty of Education were collated in efforts to develop effective partnership models. This study thus posits a view that school-based teaching practica should provide the pre-service trainee teachers with opportunities to be exposed to the realities of teaching and other related professional activities through the development of sustainable norms and a continuum of realistic practicum partnerships which should take on board all stakeholders. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

This study examined the varying roles of individual members of the teaching practicum triad, comprising the university supervisor, the student teacher and the school support teacher, during the practicum component of primary teacher education at the University of Namibia’s Katima Mulilo Campus. The research sought to establish the perceptions of the school support-teachers, university students and university lecturers about the effectiveness of pre-deployment preparedness of trainee teachers before their attachment to schools for teaching practice and to establish the facets of the school participation within the triad which are most effective in supporting trainee teachers throughout their school based practicum. The practicum partnership matrix, as well the pre-teaching campus-based studies and pre-deployment preparations by the university, were closely examined. Suggestions from practicum schools, trainee teachers and the University of Namibia’s Faculty of Education were collated in efforts to develop effective partnership models. This study thus posits a view that school-based teaching practica should provide the pre-service trainee teachers with opportunities to be exposed to the realities of teaching and other related professional activities through the development of sustainable norms and a continuum of realistic practicum partnerships which should take on board all stakeholders. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)