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Previous issue date: 2017-07-27 / Nas ?ltimas d?cadas, transforma??es substanciais, motivadas pelo movimento em prol da inclus?o, v?m ocorrendo no tocante ? educa??o das pessoas com defici?ncia visual. Nesse contexto, temos verificado o aumento do ingresso de alunos com defici?ncia visual no ensino regular, inclusive no Ensino M?dio Regular ou Integrado, no ?mbito da Educa??o Profissional. A inclus?o dos alunos com defici?ncia visual no Ensino M?dio, mais especificamente no Ensino M?dio Integrado, desencadeia desafios para a institui??o escolar em v?rios ?mbitos, entre eles os que se referem ? forma??o de professores. Entre as institui??es que ofertam esse n?vel de ensino, temos o Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte (IFRN), campus Zona Norte, que, no ano de 2014, recebeu um aluno com defici?ncia visual, fato que provocou na institui??o e no curso t?cnico de Eletr?nica a necessidade de se adequar para atender ?s necessidades do discente. Entre essas adequa??es, destaca-se a forma??o continuada dos professores do Ensino M?dio Integrado, j? que uma parte consider?vel dos docentes n?o detinha conhecimentos sobre as necessidades provenientes da defici?ncia visual. Isso suscitou nosso interesse de empreender uma investiga??o, cujo objetivo geral foi analisar as contribui??es do projeto de interven??o voltado para a forma??o continuada dos professores do Ensino M?dio Integrado, atuantes no IFRN, na ?rea da Educa??o Especial numa perspectiva inclusiva, voltada para o ensino do aluno com defici?ncia visual, com vistas ? sua inclus?o. De maneira espec?fica, objetivamos: a) conhecer as concep??es, saberes e necessidades formativas dos docentes no que tange ao processo de ensino-aprendizagem do aluno com defici?ncia visual com vista a sua inclus?o educacional; b) desenvolver um projeto de interven??o com vistas a atender essas necessidades formativas levantadas pelos docentes. Para atingirmos esses objetivos, desenvolvemos uma pesquisa qualitativa, que envolveu a pesquisa bibliogr?fica, a pesquisa documental e a pesquisa-a??o, cujos instrumentos de coleta de dados foram a entrevista semiestruturada, a observa??o direta e o di?rio de campo. Os resultados obtidos ratificaram a pertin?ncia da realiza??o de um curso de atualiza??o voltado para a inclus?o do aluno com defici?ncia visual, por meio do qual os saberes dos docentes frente a esse aluno foram constru?dos ou reconstru?dos. Nesse sentido, vimos que a forma??o empreendida propiciou crescimento no tocante ? concep??o bem como ? pr?tica pedag?gica e aos recursos utilizados em sala de aula com tais educandos. Tal fato nos faz refletir o papel da forma??o continuada frente ao contexto da inclus?o, que precisa ultrapassar o muro de cursos pontuais, configurando-se como cultura na institui??o de ensino, como algo institu?do e formalizado no calend?rio acad?mico. Enfim, a escola precisa se configurar como um espa?o formativo sistem?tico, estimulando nos seus professores a constru??o de uma identidade profissional de educador-pesquisador. / Over the past decades, substantial transformations have occurred regarding the education of the visually impaired motivated by the movement towards inclusion. In this context, we have verified an increase of the integration of visually impaired students to mainstream schooling, including mainstream or Integrated High School, within the sphere of Professional Education. Such inclusion of visually impaired students to mainstream education, more specifically in the Integrated High School, bring about challenges for educational institutions in many levels, especially concerning teacher training. Among the institutions that offer this level of instruction, there is the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN), Zona Norte campus, which, in 2014, admitted a visually impaired student, a fact that led the institution and the Electronic technical course to adjust in order to meet the needs of this student. Among the adjustments, the most prominent one is the continued teacher training in Integrated High School, considering that a large amount of teachers did not have knowledge about the needs that visual impairment entails. In light of this, we took interest in fostering an investigation whose general objective was to analyze the contributions of an intervention project focused on the continued training for Integrated High School teachers, IFRN educators, in the field of Special Education with an inclusive perspective, focused on the teaching of the visually impaired, with the view to promoting inclusion. Specifically, our objectives are: a) know the conceptions, knowledge and training needs of teachers regarding the teaching-learning process of students with visual impairment with a view to their educational inclusion; b) develop an intervention project aiming at attaining the formative needs raised by the teachers. In order to reach these objectives, we developed a qualitative research that encompassed literature review, documental and action research, whose data collection instruments were semi structured interviews, direct observation and field journal. The results obtained validated the importance of holding a refresher course focused on the inclusion of visually impaired students, where the knowledge of the educators towards these students were built and rebuilt. In this sense, we found that the training undertaken allowed some growth in regards to conception, as well as to pedagogical practice and resources used for these students in the classroom. This fact made us reflect on the role of a continued training in the context of inclusion that needs to surpass occasional courses and become routine at the educational institution, as something stablished and formalized in the academic calendar. Therefore, the school needs to be a systematic and formative space, encouraging its teachers to construct a professional identity as an educator-researcher.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/24143 |
| Date | 27 July 2017 |
| Creators | Fortes, Vanessa Gosson Gadelha de Freitas |
| Contributors | 08588287404, Melo, Francisco Ricardo Lins Vieira de, 55435610400, Rodrigues, Janine Marta Coelho, 09853103915, Alves, Jefferson Fernandes, 40692345434, Nascimento, Jos? Mateus do, 00069278407, Magalh?es, Rita de C?ssia Barbosa Paiva, 37086081353, Miranda, Theresinha Guimar?es, 04077326591, Martins, L?cia de Ara?jo Ramos |
| 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/doctoralThesis |
| 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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