Dissertação
Espaços de (auto)formação no contexto escolar inclusivo
Fecha
2022-08-19Autor
Panta, Bárbara Gai Zanini
Institución
Resumen
This research, linked to the Professional Master's Degree at the Federal University of
Santa Maria (UFSM) in the research line 2 - Pedagogical Management and
Educational Contexts, aimed to know how processes of teacher self-training can occur
involving regular classroom teachers, education teachers and school management
team in order to contribute to school inclusion. The research theme emerges from the
researcher's training and performance as a special education teacher in basic
education and from the experiences of obstacles in collaborative work processes and
observation of the lack of spaces for reflection and self-training among educators. This
is a research with an exploratory qualitative approach in which a questionnaire and a
semi-structured interview with 18 elementary school teachers from a state school of
Basic Education were used for data collection. To analyze the collected data, the
content analysis technique by the author Bardin (2011). The results indicated that
teachers and management teams need a more effective continuing education on
educational inclusion, so that it can bring subsidies for a collaborative work. It was
concluded that everyday teaching is a fertile space for teacher (self)training, especially
when it is characterized by the free expression of its participants, who have styles of
being, working and learning. The final product of this research was the "Teacher selftraining instrument", in a form adaptable to the context of each institution, which was
created as a suggestion for teams of inclusive schools as a way of organizing these
spaces for self-training, contributing to the processes of inclusion.