التفاصيل البيبلوغرافية
| العنوان: |
Educação Inclusiva: desafios e dificuldades no cotidiano da escola comum. (Portuguese) |
| Alternate Title: |
Inclusive Education: challenges and difficulties in daily school life. (English) |
| المؤلفون: |
Augusto Ferrari, Fernanda Aparecida, Miranda Dugois, Rosana Cristina, Moriya Schlünzen, Elisa Tomoe |
| المصدر: |
Dialogia; mai-ago2022, Issue 41, p1-16, 16p |
| مصطلحات موضوعية: |
ELEMENTARY school teachers, TEACHERS, INCLUSIVE education, TACIT knowledge, SPECIAL education |
| Abstract (English): |
The present study deals with the difficulties and challenges for teachers of common classes when including Target -Students of Special Education (EPAEE from the acronym in Portuguese). The objective of the research is to analyze the theoretical/practical gap that regular classroom teachers have to face when working with EPAEE and which strategies would reduce the difficulties. The methodology is based on the knowledge produced about the conceptions and difficulties of Elementary School Teachers who work with the EPAEE in an analytical-interpretative study of document and bibliographic analysis. The results show that, in general, teachers use tacit knowledge, shaped by experiences, practices and lived situations, and exercise little reflection on the existing pedagogical forms and mechanisms. Initial training courses do not bring enough knowledge related to special and inclusive education, so continuing education would be a means to success when undertaking the inclusion in the school environment for regular education systems. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): |
O presente estudo versa sobre as dificuldades e os desafios dos professores das classes comuns ao incluir Estudantes Público Alvo da Educação Especial (EPAEE). O objetivo da pesquisa é analisar a lacuna teórico/prática que os professores da sala regular enfrentam para trabalhar com os EPAEE e quais estratégias diminuiriam as dificuldades. A metodologia baseia-se nos conhecimentos produzidos sobre as concepções e as dificuldades dos professores da Educação Básica que atuam com os EPAEE com estudo analítico-interpretativo de análise documental e bibliográfica. Os resultados demonstram que, geralmente, os professores utilizam o conhecimento tácito, moldado pelas experiências, práticas e situações vividas e exercem pouca reflexão sobre as formas e os mecanismos pedagógicos existentes. Os cursos de formação inicial não trazem conhecimentos suficientes relacionados à educação especial e inclusiva, logo, a formação contínua seria um meio para o sucesso ao se empreender a inclusão no âmbito escolar das redes regulares de ensino. [ABSTRACT FROM AUTHOR] |
|
Copyright of Dialogia is the property of Editorial Revista Dialogia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| قاعدة البيانات: |
Complementary Index |
Full Text Finder