Formação de professores de ciências e educação inclusiva em uma instituição de ensino superior em Jataí-Go

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2011-10-10

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Universidade Federal de Goiás

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The scientific community is consensual about the importance of an appropriate training for teachers and also adheres to the idea that is needed a greater appreciation of teachers. Considering these aspects, it is imperative to discuss the political, epistemological and pedagogical aspects of this training, in order to enable a critical understanding about this subject. Moreover, from the perspective of diversity, we held a discussion on the training of science teachers for Inclusion and the difference as a characteristic of the human species and that this, by itself, has already advocated in favor of school inclusion. Investigated as a Higher Education Institution in Jataí, Goiás (IES/Jataí) has been preparing to respond to the prospect of inclusive education in relation to its training courses for science professors (Biology, Physics, Math and Chemistry) and to receive students with disabilities. For this, we conducted a case study in undergraduate couses in Biology, Physics, Math and Chemistry through the use of questionnaires, interviews and analysis of these Pedagogical Projects Courses (PPC). The data were analyzed based on content analysis and qualitative analysis. Our results show that although most teachers have proved receptive to the proposals of Inclusive Education (IE), they are not prepared to act and to form for the diversity. We emphasize the importance of research in education for the formation of teachers with better perception about the IE. It is a denunciation, not a criticism, that the science courses analyzed did not present any type of training for diversity.</dcvalue><dcvalue element="description" qualifier="abstract" language="eng">The scientific community is consensual about the importance of an appropriate training for teachers and also adheres to the idea that is needed a greater appreciation of teachers. Considering these aspects, it is imperative to discuss the political, epistemological and pedagogical aspects of this training, in order to enable a critical understanding about this subject. Moreover, from the perspective of diversity, we held a discussion on the training of science teachers for Inclusion and the difference as a characteristic of the human species and that this, by itself, has already advocated in favor of school inclusion. Investigated as a Higher Education Institution in Jataí, Goiás (IES/Jataí) has been preparing to respond to the prospect of inclusive education in relation to its training courses for science professors (Biology, Physics, Math and Chemistry) and to receive students with disabilities. For this, we conducted a case study in undergraduate couses in Biology, Physics, Math and Chemistry through the use of questionnaires, interviews and analysis of these Pedagogical Projects Courses (PPC). The data were analyzed based on content analysis and qualitative analysis. Our results show that although most teachers have proved receptive to the proposals of Inclusive Education (IE), they are not prepared to act and to form for the diversity. We emphasize the importance of research in education for the formation of teachers with better perception about the IE. It is a denunciation, not a criticism, that the science courses analyzed did not present any type of training for diversity.

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RIBEIRO, Eveline Borges Vilela. Formação de professores de ciências e educação inclusiva em uma instituição de ensino superior em Jataí-Go. 2011. 106 f. Dissertação (Mestrado em Matemática) - Universidade Federal de Goiás, Goiânia, 2011.