Formación de profesores en la perspectiva de la educación inclusiva en Brasil

dc.contributorPrograma Observatório da Educação, Coordenação de Aperfeiçoamento de Pessoal de Nivel Superior
dc.contributorUniversidade Estadual Paulista (UNESP)
dc.date.accessioned2022-04-29T07:25:35Z
dc.date.accessioned2022-12-20T02:32:14Z
dc.date.available2022-04-29T07:25:35Z
dc.date.available2022-12-20T02:32:14Z
dc.date.created2022-04-29T07:25:35Z
dc.date.issued2015-01-01
dc.identifierRevista Mexicana de Investigacion Educativa, v. 20, n. 64, p. 95-122, 2015.
dc.identifier1405-6666
dc.identifierhttp://hdl.handle.net/11449/227900
dc.identifier2-s2.0-84919430746
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/5408035
dc.description.abstractThe objective of this article is to analyze the disciplines that address legal regulations on teacher training, according to the perspective of inclusive education. Data were analyzed by consulting online the undergraduate plans of study for human science, biological science, and exact science, in three public Brazilian universities. A search for radicals was used to map the frequency of the mentioned topics. The results showed a greater presence of disciplines related to inclusive education in the humanities, especially in the Lengua Brasileña de Señales (libras). The conclusion was that teachers face numerous challenges in addressing the educational demands in common schools of students who are disabled, have developmental disorders, or are academically gifted.
dc.languagespa
dc.relationRevista Mexicana de Investigacion Educativa
dc.sourceScopus
dc.subjectBrazil
dc.subjectInclusive education
dc.subjectPublic policies
dc.subjectSpecial education
dc.subjectTeacher training
dc.titleFormación de profesores en la perspectiva de la educación inclusiva en Brasil
dc.typeOtros


Este ítem pertenece a la siguiente institución