A FORMAÇÃO CONTINUADA DE PROFESSORES DE ENSINO MÉDIO INTEGRADO À EDUCAÇÃO PROFISSIONAL DO IFMT - CAMPUS BARRA DO GARÇAS – E AS DEMANDAS DA EDUCAÇÃO INCLUSIVA
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Data
2017-12
Orientador
Del Pino, José Claudio
Banca
Borges, Águeda Aparecida Da Cruz
Silva, Jacqueline Silva da
Marchi, Miriam Ines
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Resumo
A formação continuada de professores constitui-se um elemento fundamental para o desenvolvimento de práticas escolares inclusivas. No Ensino Médio Integrado à Educação Profissional (EMI), essa formação assume maior relevância em virtude das peculiaridades dessa modalidade de ensino, como as que tangem à sua organização curricular e aos diversos perfis formativos de seus docentes, sujeitos da pesquisa. Este trabalho tem como lócus o Instituto Federal de Mato Grosso - Campus Barra do Garças, e seu objetivo precípuo é analisar os discursos de alguns professores do EMI sobre a inclusão escolar e o seus processos formativos, sobretudo o que ocorre em serviço – a Formação Continuada – tendo em vista as demandas da educação inclusiva. Trata-se de uma pesquisa de cunho qualitativo, que utiliza a Análise do Discurso (AD) de vertente francesa para perscrutar os dados coletados por meio de três instrumentos: ficha de identificação, entrevista semiestruturada e questionário. Assim, percebem-se nos discursos docentes sobre a inclusão escolar que alguns sentidos retomam o paradigma da integração, além de manifestarem a necessidade de a Instituição criar políticas de formação continuada coerentes com o imperativo inclusivo, sendo imprescindível, para isso, o engajamento dos gestores e da equipe multiprofissional do Campus.
The continuing teacher’s formation is a key element for the development of inclusive school practices. In Integrated High School for Professional Education (IHS), this training takes greater relevance due to the peculiarities of this teaching modality, such as those related on its curricular organization and the variety of formative profiles of their teachers, subjects of the research. This work took place in the Federal Institute of Mato Grosso - Barra do Garças Campus, and its main objective is to analyze the speeches of some teachers of the IHS about the school inclusion and its formative processes, especially on what happens at work – the Continued Formation – according to the demands of inclusive education. This is a qualitative research that uses French Discourse Analysis (DA) to peer the data collected through three instruments: identification form, semi-structured interview and a questionnaire. Thus, it is noticed that in the teacher’s discourses about school inclusion, some senses take up the paradigm of integration, in addition to manifesting the need for the Institution to create policies of continuing education that are consistent with the inclusive imperative, and for this, it is essential to engage managers and the multiprofessional team of the Campus.
The continuing teacher’s formation is a key element for the development of inclusive school practices. In Integrated High School for Professional Education (IHS), this training takes greater relevance due to the peculiarities of this teaching modality, such as those related on its curricular organization and the variety of formative profiles of their teachers, subjects of the research. This work took place in the Federal Institute of Mato Grosso - Barra do Garças Campus, and its main objective is to analyze the speeches of some teachers of the IHS about the school inclusion and its formative processes, especially on what happens at work – the Continued Formation – according to the demands of inclusive education. This is a qualitative research that uses French Discourse Analysis (DA) to peer the data collected through three instruments: identification form, semi-structured interview and a questionnaire. Thus, it is noticed that in the teacher’s discourses about school inclusion, some senses take up the paradigm of integration, in addition to manifesting the need for the Institution to create policies of continuing education that are consistent with the inclusive imperative, and for this, it is essential to engage managers and the multiprofessional team of the Campus.
Descrição
Palavras-chave
Formação Continuada; Educação Inclusiva; Ensino Médio Integrado; Continuing Education; Inclusive Education; Integrated High School
Citação
MIRANDA, Fernanda Luzia De Almeida. A FORMAÇÃO CONTINUADA DE PROFESSORES DE ENSINO MÉDIO INTEGRADO À EDUCAÇÃO PROFISSIONAL DO IFMT - CAMPUS BARRA DO GARÇAS – E AS DEMANDAS DA EDUCAÇÃO INCLUSIVA. 2017. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 23 nov. 2017. Disponível em: http://hdl.handle.net/10737/3913.