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Previous issue date: 2014-07-28 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This study is part of the line of research on Teacher Education, circumscribed to the Graduate Program in Education of Federal University Rio Grande do Norte. In it, we have a qualitative research, whose object returned to the influence of continued education in social representation of inclusive education of Elementary School teachers. The same was done in an Elementary School of Cruzeiro do Sul city (Brasil/Acre) and performed with the participation of 11 teachers. We assume that thinking a continuing education inclusive presupposes reflect on the redefinition and resignification of practices undertaken by the teacher. Therefore, the teacher education is conceived as a continuum in which the teacher will be graduating in forming, shaping their way of being in social situations. We argue that in the context of interactions, we are going to reconstruct social representations that guide actions and attitudes about the objects that have meaning for the group. It was with the aim of identify the influence of these social representations and at the same time submit a proposal for continuing training in structured formative needs teachers who made use of collaborative action research. Since we believe that this can either meet the assumptions of a research and vocational training to enable that researcher and other teachers, collectively, problematizing situations of practice and, at the same time able to intervene in the same it. As procedures for obtaining information and analysis of the data, we performed, respectively, semi-structured interviews (individual and collective); reflective studies sessions and the analysis of content. The path of research revealed two social representations integrated one of inclusive education and another for student with disabilities. We noticed that although the teachers criticize the character sealed and limited of continued education courses that have frequented, reveal social representations of inclusive education and students with disabilities based on theories and concepts originated from such courses. As a result, represent inclusive education as an "education for all" and student with disabilities as someone "abnormal, different, but able to learn something . It is possible to state that from the moment the teachers approched theories about the principles of inclusive education and on the possibilities of student with disabilities took new discourses, and showed signs of change in the social representations before presented. In addition, we evidenced in this production that a proposal for training within the school, fomented by the needs teachers and having as methodology to collaborative action research, provides the (re)construction of collective knowledges and practices, sharing of experiences, hopes, discoveries and concerns and the development of cooperation and attitude for the (re)development of strategies to overcome the difficulties present in everyday teaching / Este trabalho se insere na linha de pesquisa de Forma??o Docente, circunscrita ao Programa de P?s-Gradua??o em Educa??o da Universidade Federal do Rio Grande do Norte. Nele, tratamos de uma pesquisa de cunho qualitativo, cujo objetivo voltou-se ? identificar a influ?ncia da forma??o continuada na (re)constru??o das representa??es sociais de educa??o inclusiva e de alunos com defici?ncia dos professores do Ensino Fundamental. A mesma foi realizada em uma escola de ensino fundamental localizada no munic?pio de Cruzeiro do Sul/Acre e contou com a participa??o de 11 professores. Partimos do princ?pio de que pensar uma forma??o continuada inclusiva pressup?e refletir sobre a redefini??o e ressignifica??o das pr?ticas assumidas pelo docente. Para tanto, a forma??o docente ? concebida como um continuum na qual o professor vai formando-se ao formar, moldando sua maneira de ser no conv?vio social. Defendemos que nesse contexto de intera??es, v?o-se reconstruindo representa??es sociais que guiam a??es e atitudes sobre os objetos que tenham significado para o grupo. Foi com o intuito de analisar essas representa??es sociais e ao mesmo tempo apresentar uma proposta de forma??o continuada embasada nas necessidades formativas docentes que fizemos uso da pesquisa-a??o colaborativa. Por considerarmos que esta tanto pode atender aos pressupostos de uma investiga??o quanto de forma??o profissional ao possibilitar que pesquisadora e demais professores, coletivamente, problematizem situa??es da pr?tica e, simultaneamente possam intervir na mesma, ressignificando-a. Como procedimentos para obten??o de informa??es e an?lise dos dados, realizamos, respectivamente, entrevistas semi-estruturadas (individuais e coletivas); sess?es de estudos e a an?lise de conte?do. O percurso de pesquisa revelou duas representa??es sociais integradas uma de educa??o inclusiva e outra de aluno com defici?ncia. Notamos que embora os docentes critiquem o car?ter estanque e limitado dos cursos de forma??o continuada que t?m frequentado, revelam representa??es sociais de educa??o inclusiva e de aluno com defici?ncia embasados nas teorias e conceitos advindos de tais cursos, o que caracteriza a forma??o continuada como um dos elementos que influenciam seus discursos e a??es. Assim, representam educa??o inclusiva como uma educa??o para todos e aluno com defici?ncia como algu?m anormal, diferente, mas capaz de aprender algo . ? poss?vel afirmarmos que a partir do momento que os professores se aproximaram de teorias sobre os princ?pios da educa??o inclusiva e sobre as possibilidades do aluno com defici?ncia assumiram novos discursos e, evidenciaram tra?os de reelabora??es nas representa??es sociais antes apresentadas. Al?m disso, evidenciamos nessa produ??o que uma proposta de forma??o no ?mbito escolar, gestada a partir das necessidades docentes e tendo como metodologia a pesquisa-a??o colaborativa, propicia a (re)constru??o coletiva de saberes e fazeres, o compartilhamento de experi?ncias, esperan?as, descobertas e inquieta??es e o desenvolvimento da coopera??o e da atitude para a reelabora??o de estrat?gias que superem as dificuldades presentes no cotidiano docente
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14508 |
| Date | 28 July 2014 |
| Creators | Costa, Ademarcia Lopes de Oliveira |
| Contributors | CPF:34252819504, http://lattes.cnpq.br/0778953049451033, Melo, Elda Silva do Nascimento, CPF:93881118420, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4779910U0, Andrade, Jo?o Maria Valen?a de, CPF:28262441400, http://lattes.cnpq.br/0350305925407630, Machado, La?da Bezerra, CPF:24588369334, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4792784Y4, Magalh?es, Rita de C?ssia Barbosa Paiva, CPF:37086081353, http://lattes.cnpq.br/0351736925269307, Viana, T?nia Vicente, CPF:46086790310, http://lattes.cnpq.br/8414664745533930, Andrade, ?rika dos Reis Gusm?o de |
| 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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