Saberes profissionais para o exercício da docência em química voltado à educação inclusiva
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2014-03-18
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Universidade Federal de Goiás
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This study investigated the construction and mobilization of teaching knowledge to train chemistry teachers for school inclusion. The research was especially guided by aspects intrinsic to qualitative approach. We chose an action-research, given the purpose of providing to those involved the conditions to think, reflect and discuss the nature and complexity of real problems we are experiencing. This research was developed in two spiral cycles of action-research. The first cycle included the planning and development of the free core subject entitled Foundations of Inclusive Education (FIE) in 2010, and the second cycle was the development of supervised training at the Brazilian Center for Support and Rehabilitation of the Visually Impaired (CEBRAV) in 2011. The participants were students of the subject FEI, trainees of the Education Degree in Chemistry who have developed their internships at CEBRAV and visually impaired students of CEBRAV. The instruments for data collection were, for the 1st cycle, the collective diaries and in the 2nd cycle, we use the collective diaries and transcripts of audio and video recordings of pedagogical interventions (PI) performed in CEBRAV. The collected data were analyzed using content analysis technique (CA) and through the transcripts of PI. The narratives produced in collective diaries indicated that students of the subject FEI have appropriated the discussions promoted in groups, through reflection by confrontation with that provided by law for the reality of public schools in the state of Goiás. The initial training should encourage and enable future teachers to take part of researches in the area of inclusive education, which seek to understand the circumstances and dilemmas of the school context, so that they can appropriate experiential and professional knowledge, which are related with community, dialogue and partnership in building a school for everyone.
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FIELD'S, Karla Amâncio Pinto. Saberes profissionais para o exercício da docência em química voltado à educação inclusiva. 2014. 200 f. Tese (Doutorado em Química) - Universidade Federal de Goiás, Goiânia, 2014.