Formação de professores na perspectiva da inclusão escolar da pessoa com deficiência: um estudo bibliográfico

Resumo

The theme of this study is vocational formation from the perspective of including the disabled in the school environment. This study was qualitatively characterized by the struggle of this group, taking into account subjectivity, values and beliefs. A literature search was undertaken in which dialectical materialism was used as a paradigm to come up with answers to the research problem. The study set out to analyze the skills needed by professionals working with inclusion, present the principles which underlie vocational formation, highlight factors which influence how inclusion is thought out, investigate the relationship between inclusion and PE, and finally, describe the challenges which inclusion presents for the school. It was found that there has been little investment or interest on the part of public authorities in the welfare of this group. In other words, without political and financial commitment to the educational system little can be changed. The lack of information at the initial formation phase of professionals was also a major factor for this research, as was awareness of the importance of ongoing formation and professional training. Consequently, the authors intend to undertake further study on inclusive education as they believe that the process of awareness of social and educational inclusion will be brought about through the united efforts of society participants.

Descrição

v. 22, n. 1, jan./jun. 2011.

Palavras-chave

Inclusão escolar, Educação física, Formação profissional

Citação

NUNES, Natália Macedo. Formação de professores na perspectiva da inclusão escolar da pessoa com deficiência: um estudo bibliográfico. Polyphonía, v. 22, n. 1, jan./jun. 2011. Disponível em: <http://www.revistas.ufg.br/index.php/sv/article/view/21206/12434>.