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Previous issue date: 2011-02-22 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This study focuses on processes of learning and professional development experienced by
elementary school teachers who have students with special educational needs in their
classrooms. Cases and case methods can be used as methodological resource to articulate the
continued training of teachers in an inclusive perspective. This research-intervention adopted
a constructive-collaborative model for continued teachers formation. The main objective was
to investigate the possible contributions of teaching cases, while investigative and formative
strategies, for the processes of learning and professional development of teachers who work in
the regular school. The data were collected by means of analytical activities, drafting
collective discussion and teaching cases, having eight teachers as participants in a regular
public school, located in the municipality of Natal/RN, Brasil. The theoretical reference
covers the inclusive education, teaching learning, teachers professional development, the
knowledge base for teaching and teaching cases as a resource for continued teachers
formation in an inclusive perspective. The results indicated that teaching cases allowed
description and analysis of educational practices developed by regular education teachers and
adoption of reflective processes about situations reported and on their own pedagogical
actuation, achieving indications of changes. It also indicates the contribution of cases for the
clarification, systematization and extension of professional knowledge about inclusive
education process as well as for involvement by the teachers of the study in a pedagogical
thinking process. The lessons learned are related mainly to own role as teachers of regular
education, to the role of professional support and specialized institutions faced to school
inclusion. The analyses showed the methodological option was suitable to develop a schoolcentric
training process, allowing teachers to seek in their actual environment alternatives for
construction of a new logic of teaching that encloses diversity. The conclusion is that the
cases, while bringing educational situations closer to the reality experienced by teachers in
their daily professional role, causes relevant improvement on teachers education, because it
offers training in conjunction with the experience and knowledge that teachers already have / Este estudo focaliza os processos de aprendizagem e desenvolvimento profissional vividos
por professoras do Ensino Fundamental que t?m alunos com necessidades educacionais
especiais em suas salas de aula. Nesse sentido, aposta nos casos de ensino e m?todo de casos
enquanto recurso metodol?gico capaz de articular a forma??o continuada de professores em
uma perspectiva inclusiva. Nesta pesquisa-interven??o, foi adotado o modelo construtivocolaborativo
para a forma??o continuada de professores, que teve como principal objetivo
investigar as poss?veis contribui??es dos casos de ensino, enquanto estrat?gia formativa e
investigativa, para os processos de aprendizagem e desenvolvimento profissional de docentes
que atuam na escola regular. Os dados foram coletados por meio de atividades de an?lise,
elabora??o e discuss?o coletiva de casos de ensino, tendo como participantes oito professoras
de uma escola p?blica regular, localizada no munic?pio de Natal/RN. O referencial te?rico
abarca a educa??o inclusiva, a aprendizagem da doc?ncia, o desenvolvimento profissional de
professores, a base de conhecimento para o ensino e os casos de ensino como recurso para a
forma??o continuada de professores em uma perspectiva inclusiva. Os resultados indicaram
que os casos de ensino oportunizaram a descri??o e a an?lise de pr?ticas pedag?gicas
desenvolvidas pelas professoras do ensino regular e o estabelecimento de processos reflexivos
sobre as situa??es relatadas e sobre o seu pr?prio fazer pedag?gico com ind?cios de mudan?as.
Apontaram tamb?m, a contribui??o dos casos de ensino para a explicita??o, sistematiza??o e
amplia??o dos conhecimentos profissionais acerca do processo educacional inclusivo, bem
como para o envolvimento pelas professoras do estudo em um processo de racioc?nio
pedag?gico. As aprendizagens evidenciadas dizem respeito, principalmente, ao pr?prio papel
enquanto professoras do ensino regular, ao papel do profissional de apoio e das institui??es
especializadas frente ? inclus?o escolar. As an?lises demonstram que a op??o metodol?gica se
mostrou bastante adequada ao desenvolvimento de um processo de forma??o centrado na
escola, permitindo que os professores busquem, em sua realidade, alternativas visando ?
constru??o de uma nova l?gica de ensino que acolha a diversidade. Conclui-se, portanto, que
os casos, ao trazerem situa??es de ensino pr?ximas ?quelas vivenciadas pelos professores em
seu cotidiano profissional, desempenham fun??o primordial nos processos de aprendizagem
docente, uma vez que permitem tomar a forma??o em articula??o com as experi?ncias e os
conhecimentos que os docentes j? possuem
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14342 |
| Date | 22 February 2011 |
| Creators | Duek, Viviane Preichardt |
| Contributors | CPF:08588287404, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794794P6, Figueiredo, Rita Vieira de, CPF:43833586400, http://lattes.cnpq.br/9936186326375646, Pereira, Francisco de Assis, CPF:08613451420, Melo, Francisco Ricardo Lins Vieira de, CPF:55435610400, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4771207Y4, Nono, Ma?vi Anabel, CPF:13079742877, http://lattes.cnpq.br/8634997953885976, Martins, L?cia de Ara?jo Ramos |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| 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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