Banca de DEFESA: PRISCILA FERREIRA RAMOS DANTAS

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
DISCENTE : PRISCILA FERREIRA RAMOS DANTAS
DATA : 21/07/2016
HORA: 09:00
LOCAL: Auditório - Centro de Educação
TÍTULO:

Em elaboração.


PALAVRAS-CHAVES:

School inclusion. continuing education. Reflection on practice. 


PÁGINAS: 331
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

In this study we focused on reflective practice as an indispensable element in teacher
education in the school inclusion perspective. The contained thesis is that the training of
teachers based on a reflective approach allows teachers to analyze their pedagogical and
can be collaborative factor in building diverse educational responses that meets the process
of school incluslon. Through a qualitative approach, we adopted as central to analyze a
formative experience guided reflection on teaching practice and their possible contributions
-to the school inclusion process developed by a group of determined public school teachers.
In this sense, we determined specific objectives to analyze the conceptions and teaching
knowledge that support the pedagogical practices developed by teachers of a particular
public school in classes included students; problematize the pedagogical practice for
teachers to reflect on challenges set with school inclusion and investigate mobilized
knowledge and constructed when teachers experience a formative experience in guided
reflection on practice. Therefore, as a methodological option action research to understand
that this can both meet the assumptions of an investigation as a vocational training by
enabling them collectively involved subjects problematize their practices and offering new
significance can it. As a theoretical framework that correlates school inclusion. teacher
training and reflective practice, we rely theoretically on authors such as Freire (1984.1996,
2001, 2002), Alarcão (2001,2002, 2012), Perrenoud (2002; 2008) , Imbernon (2011, 2013);
Pepper (2055, 2012); Glat; Slanco (2007), González (2002), Carvalho (2003, 2004, 2012),
Glat; Pletsch (2011), Rodrigues (2005,2006) Pires (2010), Sassaki (1997), Vitaliano; Valente
(2010) among other authors. The study was conducted between February 2014 and August
2015 ín a Municipal System Chrlstmas Education School, titled Flower. The study subjects
were three teachers of the early grades of elementary school and a pedagogical coordinator.
As research procedures were used observation, questionnaire, semi-structured interviews,
document analysis, reflective portfolios and reflective meetings. 12 reflective meetings of
study and 3 educational planning meetings were held.
Reflective dating study purposed to collaborate with the training of teachers, from, a process
of reflection on the teaching activities based on theoretical basis. teaching actlon planning
meetings were intended to contribute to the organization of methodological actions involving
the work of content scheduled for the year of education of students from the perspective of
school inclusion. In the process of data analysis, we look for content analysis (Sardin, 2009)
which showed that reflective practice can indeed bring contributions to teacher training,
promoting professional development insofar as it provokes questioning the action itself to
teach and develop self-awareness, self-analysis and self-assessment leading to a process of
review of concepts and reconstruction practices as school inclusion. The study points out
that the continuing education process needs to be linked to make teaching, through
collaborative attitudes, critical and reflective of the teachers the school being the stage for
adoption.


MEMBROS DA BANCA:
Presidente - 1756133 - RITA DE CASSIA BARBOSA PAIVA MAGALHAES
Interno - 6347805 - DENISE MARIA DE CARVALHO LOPES
Interno - 4197701 - ERIKA DOS REIS GUSMAO ANDRADE
Externo ao Programa - 3315007 - LILIANE DOS SANTOS GUTIERRE
Externo à Instituição - MARIA MARINA DIAS CAVALCANTE - UECE
Externo à Instituição - FRANCILEIDE BATISTA DE ALMEIDA VIEIRA - UERN
Externo à Instituição - SONIA LOPES VICTOR - UFES
Notícia cadastrada em: 19/07/2016 09:33
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