Formação Continuada na Perspectiva da Inclusão Escolar: Tensões e Possibilidades
This paper approaches the theme continuous formativon through dialogues with professionals in the school context. It aims to understand the educational practices for the inclusion of students with deficiency, global development disorders and high abilities/super-endowment, in the Municipal Educa...
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| Format: | Article |
| Language: | Portuguese |
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Universidade Federal de Mato Grosso do Sul, Campus de Naviraí
2018-07-01
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| Series: | Perspectivas em Diálogo: Revista de Educação e Sociedade |
| Online Access: | http://seer.ufms.br/index.php/persdia/article/view/5147/4666 |
| Summary: | This paper approaches the theme continuous formativon through
dialogues with professionals in the school context. It aims to understand the
educational practices for the inclusion of students with deficiency, global development disorders and high abilities/super-endowment, in the
Municipal Education System of Cachoeiro do Itapemirim-ES, Brazil, along
with the articulation of those practices with the formative proposals by the
Special Education management. German Jürgen Habermas’ communicative
action theory is their theoretical support. Study case is used as a
methodological perspective. Data collection used semi-structured interview,
in order to constitute speech spaces with the professionals. As results,
stands out the necessity of new/other spaces for continuous formation,
comprehending class-monitor teachers, pedagogues, and managers, with
family participation, thus potentiating collaboration work in the schools and
as future notes the construction of a continuing education curriculum to be
developed, taking into account the different possibilities pointed out by
professionals. |
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| ISSN: | 2358-1840 2358-1840 |