Biblioteca Digital de VanguardiaThe habitus professorial and special education: perceptions of common class teachers and resource room multifuncional
This article analyzes the Inclusive Education from the Specialized Educational Service (SES) in Multifunctional Resources Classes (MRC) in the Municipal Teaching web in Novo Hamburgo/RS. It counted with the participation of 99 teachers in the regular classroom who worked as teachers of students with...
| Autores principales: | , , , |
|---|---|
| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués |
| Publicado: |
Faculdade de Ciências e Letras/Unesp
2016
|
| Materias: | |
| Acceso en línea: | https://periodicos.fclar.unesp.br/iberoamericana/article/view/7297 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/60812 |
| _version_ | 1782334122815913984 |
|---|---|
| author | Kuhn Junior, Norberto Sardagna, Helena Venites Pedde, Valdir Roth, Fatima Liliane Oliveski |
| author_facet | Kuhn Junior, Norberto Sardagna, Helena Venites Pedde, Valdir Roth, Fatima Liliane Oliveski |
| author_sort | Kuhn Junior, Norberto |
| collection | Repositorio |
| description | This article analyzes the Inclusive Education from the Specialized Educational Service (SES) in Multifunctional Resources Classes (MRC) in the Municipal Teaching web in Novo Hamburgo/RS. It counted with the participation of 99 teachers in the regular classroom who worked as teachers of students with disabilities, pervasive developmental disorders, high ability/gifted and 30 MRC teachers in 2013. The data showed that the MRC teachers shown to have minor difficulties in working with students from the Special Education than the teachers of regular class. Through the identification of the teachers’ habitus of regular class, it was understood that the difficulties indicated by them derive from the fragility in their pedagogical training to work with students of Special Education. It is about a non-inclusive habitus, which is constituted from the internalization of teaching models based on the subject homogenization (all are equal) over the constitution of a new habitus, structural of a teaching model that recognizes the diversity for inclusion. |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO60812 |
| institution | CLACSO, Repositorio Digital |
| language | Portugués |
| publishDate | 2016 |
| publisher | Faculdade de Ciências e Letras/Unesp |
| record_format | greenstone |
| spelling | clacso-CLACSO608122022-03-18T16:12:07Z The habitus professorial and special education: perceptions of common class teachers and resource room multifuncional El habitus de professores y la educación especial: percepción de los profesores de aula común y aula de recursos multifuncional O habitus professoral e a educação especial: percepção dos professores de classe comum e sala de recursos multifuncional Kuhn Junior, Norberto Sardagna, Helena Venites Pedde, Valdir Roth, Fatima Liliane Oliveski Educational inclusion. Multifunctional resources classes. Teacherly habitus. Inclusión escolar. Aula de recursos multifuncional. Habitus de profesores. Inclusão escolar. Sala de recursos multifuncional. Habitus professoral. This article analyzes the Inclusive Education from the Specialized Educational Service (SES) in Multifunctional Resources Classes (MRC) in the Municipal Teaching web in Novo Hamburgo/RS. It counted with the participation of 99 teachers in the regular classroom who worked as teachers of students with disabilities, pervasive developmental disorders, high ability/gifted and 30 MRC teachers in 2013. The data showed that the MRC teachers shown to have minor difficulties in working with students from the Special Education than the teachers of regular class. Through the identification of the teachers’ habitus of regular class, it was understood that the difficulties indicated by them derive from the fragility in their pedagogical training to work with students of Special Education. It is about a non-inclusive habitus, which is constituted from the internalization of teaching models based on the subject homogenization (all are equal) over the constitution of a new habitus, structural of a teaching model that recognizes the diversity for inclusion. Este artículo analiza la educación inclusiva desde la Atención Educacional Especializada (AEE) en Aula de Recursos Multifuncional (ARM) en la red de municipios de Enseñanza de Novo Hamburgo/RS. Hubo la participación de 99 profesores de aula común que actuaban en la docencia de alumnos con discapacidad, transtorno global del desarrollo y altas habilidades/superdotados y 30 profesoras de ARM en el año de 2013. Los datos señalaron que las profesoras de ARM demostraron poseer menores dificultades en trabajar con los alumnos de la Educación Especial que los profesores de aula común. Por medio de la identificación del habitus de los profesores de aula común, se pudo comprender que las dificultades indicadas por ellos resultan de la fragilidad en su formación pedagógica para trabajar con alumnos de la Educación Especial. Se trata de un habitus no-inclusivo, el cual se constituye desde la interiorización de modelos de enseñanza enmarcado por la homogeneización de los sujetos (todos son iguales) en detrimento de la constitución de un nuevo habitus, estructurante de un modelo de enseñanza que reconozca las diversidades para su inclusión. Este artigo analisa a educação inclusiva a partir do Atendimento Educacional Especializado (AEE) em Sala de Recursos Multifuncional (SRM) na rede municipal de Ensino de Novo Hamburgo/RS. Contou com a participação de 99 professores de classe comum que atuavam na docência de alunos com deficiência, transtorno global do desenvolvimento e altas habilidades/superdotação e 30 professoras de SRM no ano de 2013. Os dados apontaram que as professoras de SRM demonstraram possuir menores dificuldades em trabalhar com os alunos da Educação Especial do que os professores de classe comum. Por meio da identificação do habitus dos professores de classe comum, compreendeu-se que as dificuldades indicadas por eles decorrem da fragilidade em sua formação pedagógica para trabalhar com alunos da Educação Especial. Trata-se de um habitus não inclusivo, o qual se constituiu desde a interiorização de modelos de ensino pautado pela homogeneização dos sujeitos (todos são iguais) em detrimento da constituição de um novo habitus, estruturante de um modelo de ensino que reconheça as diversidades para sua inclusão. 2016-10-20 2022-03-18T16:12:07Z 2022-03-18T16:12:07Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://periodicos.fclar.unesp.br/iberoamericana/article/view/7297 10.21723/riaee.v11.n3.7297 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/60812 por https://periodicos.fclar.unesp.br/iberoamericana/article/view/7297/5905 Copyright (c) 2016 Revista Ibero-Americana de Estudos em Educação application/pdf Faculdade de Ciências e Letras/Unesp Revista Iberoamericana de Estudios en Educación; v. 11, n. 3, jul-set (2016); 1198-1220 Revista Ibero-Americana de Estudos em Educação; v. 11, n. 3, jul-set (2016); 1198-1220 1982-5587 2446-8606 10.21723/riaee.v11.n3 |
| spellingShingle | Educational inclusion. Multifunctional resources classes. Teacherly habitus. Inclusión escolar. Aula de recursos multifuncional. Habitus de profesores. Inclusão escolar. Sala de recursos multifuncional. Habitus professoral. Kuhn Junior, Norberto Sardagna, Helena Venites Pedde, Valdir Roth, Fatima Liliane Oliveski The habitus professorial and special education: perceptions of common class teachers and resource room multifuncional |
| title | The habitus professorial and special education: perceptions of common class teachers and resource room multifuncional |
| title_full | The habitus professorial and special education: perceptions of common class teachers and resource room multifuncional |
| title_fullStr | The habitus professorial and special education: perceptions of common class teachers and resource room multifuncional |
| title_full_unstemmed | The habitus professorial and special education: perceptions of common class teachers and resource room multifuncional |
| title_short | The habitus professorial and special education: perceptions of common class teachers and resource room multifuncional |
| title_sort | habitus professorial and special education: perceptions of common class teachers and resource room multifuncional |
| topic | Educational inclusion. Multifunctional resources classes. Teacherly habitus. Inclusión escolar. Aula de recursos multifuncional. Habitus de profesores. Inclusão escolar. Sala de recursos multifuncional. Habitus professoral. |
| url | https://periodicos.fclar.unesp.br/iberoamericana/article/view/7297 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/60812 |