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Previous issue date: 2017-07-26 / O presente estudo teve como objetivo discutir a forma??o continuada em servi?o promovida pela Secretaria Municipal de Educa??o de Natal, em especial, sobre os pressupostos da Educa??o Inclusiva na Educa??o F?sica Escolar no per?odo de 2014 at? 2016. Esta pesquisa delineia, como objetivos espec?ficos, a apresenta??o da trajet?ria de inser??o da tem?tica na forma??o continuada em servi?o para professores de Educa??o F?sica e a identifica??o da concep??o de inclus?o expressa pelos professores. O fundamento epistemol?gico deste estudo tem por base a multirreferencialidade (BARBOSA, 1998) e como delineamento metodol?gico uma abordagem qualitativa a partir do estudo de caso (YIN, 2001). As fontes documentais utilizadas neste estudo consistiram na an?lise da avalia??o anual da forma??o continuada em servi?o produzida pela equipe de professores-formadores, e por um question?rio semiestruturado respondido pelos professores participantes, assim como observa??es realizadas pelo pesquisador durante a forma??o. Os professores apresentaram uma concep??o de inclus?o por meio da an?lise do discurso (P?CHEUX, 1988) percebendo a inclus?o na Educa??o F?sica numa perspectiva voltada para a defici?ncia. Este estudo considera que a forma??o continuada em servi?o para os professores de Educa??o F?sica foi um importante l?cus de pesquisa sobre forma??o docente e que a tem?tica da inclus?o se tornou sistem?tica dentro do calend?rio anual da forma??o promovida pela Secretaria Municipal de Educa??o de Natal. / This study has the general objective to discuss the continuing training promoted by Educational Department of Natal-BRA, especially on the assumptions of Scholar Inclusive Physical School Education from 2014 to 2016. The specific objectives were both to present the trajectory of insertion of the theme in the in-service training for Physical Education teachers of the Education Department who participated in the training and the apprehension of the conception of inclusion expressed by them. The epistemological basis used in this study was Multireferentiality (BARBOSA, 1998), having as a methodological delineation a qualitative approach through the case study (YIN, 2001). Documentary sources of the training and semi-structured questionnaire were used in the composition of this study, as well as observations made by the researcher during the period. The Continuing education has brought a conception of inclusion as well as the conception of teachers, which refers to the importance of reflecting on the construction of the engagement and meanings attributed to what will be inclusion in Physical School Education, as we will see through discourse analysis (P?CHEUX, 1988). Based on documents and actions carried out by the training team as well as by the senses attributed by the participating teachers, this study concluded that the training promoted by the Education Department presented assumptions of an inclusive education focused fundamentally on the disability. It also pointed to important approximations of an inclusive Physical Education that dialogues with the diversity present in the educational contexts. The demand for the permanence and expansion of this debate arises in the formative horizons in-service.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/24853 |
| Date | 26 July 2017 |
| Creators | Morais Sobrinho, Jonas |
| Contributors | 23042109453, Ara?jo, Allyson Carvalho de, 01207747475, Dias, Maria Aparecida, 76117855753, Silva, Maria Eleni Henrique da, 69422583349, Soares, Marta Genu, 11704314291, Melo, Jos? Pereira de |
| Publisher | PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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