Formação de professores de ciências e educação inclusiva em uma instituição de ensino superior em Jataí-Go
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Data
2011-10-10
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Universidade Federal de Goiás
Resumo
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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Citação
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.