Processos formativos, aprendizagem e desenvolvimento profissional de professores de educação especial: estudo comparado Brasil e Portugal
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Data
2019-12-20
Autores
Borges, Carline Santos
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Universidade Federal do Espírito Santo
Resumo
This study aims to understand the learning and professional development processes of special education teachers working in the field of inclusive education in elementary education in Vitória, Brazil and in Lisbon and Sintra, Portugal, through the continuing education. To this end, it outlines the following specific objectives: to characterize the policies of continuing education of Special Education teachers in Brazil and in Portugal; identify the knowledge that the teachers consider necessary in the processes of special education training; analyze the ways of learning of Special Education teachers in order to recognize the importance of educational moments that favor the professional development of teachers; to analyze the possible implications of the continuing education processes of Special Education teachers, in the pedagogical actions of the specialized teachers in the school setting; and to understand the specificities of teacher education, in order to identify approximations, differences and find meanings in the educational processes between the study loci. Methodologically, we chose the Comparative Studies in Education. As data collection instrument, we employed case studies in Vitória and in Lisbon and Sintra; individual and collective interviews; document analysis; educational index analysis; and observation. As far as the theoretical approach is concerned, the Historical-Cultural perspective in Vygotsky (2000, 2007, 2018) and Leontiev (1983, 2001) is adopted. There are theorists who base the discussions in the field of teacher education, learning and professional development (DAY, 2001; CANÁRIO, 1998, 2005; FLORES; SIMÃO, 2009; NÓVOA, 1995, 1992, 1998, 2007) and in the field of Special Education (LOURENÇO; LEITE, 2017; KASSAR, 2014; KASSAR; MELETTI, 2012; PRIETO, 2010), among other scholars. The results point to the importance of educational moments for the professional development of teachers and for the resonance of continuing education in the pedagogical practices of teachers. The special education teachers participating in the study showed that the training that enables the sharing of experiences and the study of real cases contributes to teacher learning and professional development. In terms of teacher education for Special Education from an inclusive perspective and from the comparative study, it is understood that concerning initial training, education that value the consolidated pedagogical knowledge in the field of pedagogy is usually favored, as for example, subjects in the field of learning assessment, planning, didactics, literacy, curriculum and educational management. As for continuing, specialized, post-initial training, it is believed that it is necessary to encompass the fundamentals of education and knowledge that need to be worked in the context of specialized educational service, as indicated in the Brazilian and Portuguese official documents. As for continuing in-service training, it is believed that they could be focused on the challenges and possibilities of the school context and conceived on the principle of inclusive education, that is, designed for everyone to learn
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Aprendizagem docente , Desenvolvimento Profissional , Educação , Teacher’s learning , Professional development , Special education , Inclusive Education , Comparative study , Teacher’s continuing education