Special education and rural education policies interface on teacher training
In special education and rural education interface we find important points about teacher training and their reflexes in the schooling of special education students in rural schools. This paper fulfills the objective of analyzing fundamental documents of the two teaching modalities in question in or...
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Universidade Federal do Tocantins
2020-07-01
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doaj-f900910511984b5fb988beb2ab6040292021-09-02T12:27:46ZengUniversidade Federal do TocantinsRevista Brasileira de Educação do Campo2525-48632020-07-015124https://doi.org/10.20873/uft.rbec.e9113Special education and rural education policies interface on teacher trainingArlindo Lins de Melo Júnior0https://orcid.org/0000-0003-2391-4772Ivan Fortunato1https://orcid.org/0000-0002-1870-7528Jackeline Silva Alves2https://orcid.org/0000-0002-3638-0899Teresa Cristina Leança Soares Alves3https://orcid.org/0000-0003-0607-7968Universidade Federal de São Carlos - UFSCarInstituto Federal São Paulo - IFSPUniversidade Estadual de Goiás - UEGUniversidade Federal de São Carlos - UFSCarIn special education and rural education interface we find important points about teacher training and their reflexes in the schooling of special education students in rural schools. This paper fulfills the objective of analyzing fundamental documents of the two teaching modalities in question in order to understand mainly what concerns teacher training. The methodological path used in the construction of this text was guided by documentary research of four legal documents of the two teaching modalities. In the policy interface, we saw that the investigated documentation shows concern with the quality of teacher training, although it does not deal with careers and professional development, nor with more specific aspects of the role of Higher Education Institutions in their training. In the end, it is hoped that the discussions presented here will help to promote new and denser research on the fundamental role that teachers play in rural schools.https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/9113/special educationrural educationteacher trainingeducation public policy. |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Arlindo Lins de Melo Júnior Ivan Fortunato Jackeline Silva Alves Teresa Cristina Leança Soares Alves |
spellingShingle |
Arlindo Lins de Melo Júnior Ivan Fortunato Jackeline Silva Alves Teresa Cristina Leança Soares Alves Special education and rural education policies interface on teacher training Revista Brasileira de Educação do Campo special education rural education teacher training education public policy. |
author_facet |
Arlindo Lins de Melo Júnior Ivan Fortunato Jackeline Silva Alves Teresa Cristina Leança Soares Alves |
author_sort |
Arlindo Lins de Melo Júnior |
title |
Special education and rural education policies interface on teacher training |
title_short |
Special education and rural education policies interface on teacher training |
title_full |
Special education and rural education policies interface on teacher training |
title_fullStr |
Special education and rural education policies interface on teacher training |
title_full_unstemmed |
Special education and rural education policies interface on teacher training |
title_sort |
special education and rural education policies interface on teacher training |
publisher |
Universidade Federal do Tocantins |
series |
Revista Brasileira de Educação do Campo |
issn |
2525-4863 |
publishDate |
2020-07-01 |
description |
In special education and rural education interface we find important points about teacher training and their reflexes in the schooling of special education students in rural schools. This paper fulfills the objective of analyzing fundamental documents of the two teaching modalities in question in order to understand mainly what concerns teacher training. The methodological path used in the construction of this text was guided by documentary research of four legal documents of the two teaching modalities. In the policy interface, we saw that the investigated documentation shows concern with the quality of teacher training, although it does not deal with careers and professional development, nor with more specific aspects of the role of Higher Education Institutions in their training. In the end, it is hoped that the discussions presented here will help to promote new and denser research on the fundamental role that teachers play in rural schools. |
topic |
special education rural education teacher training education public policy. |
url |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/9113/ |
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