Biblioteca Digital de VanguardiaThe study-reflection group as a theoretical-methodological perspective for continuing education: a study with public managers of special education
This essay is focused on the debate about continuing education of teachers and education managers that aims to guarantee schooling for students with disabilities, pervasive developmental disorder and high abilities/intellectual giftedness. It approaches the prospective of movements and policies in f...
| Autores principales: | , , |
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués |
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Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara
2017
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| Materias: | |
| Acceso en línea: | https://periodicos.fclar.unesp.br/rpge/article/view/10184 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/65802 |
| _version_ | 1782338319758131200 |
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| author | Almeida, Mariangela Lima Silva, Rayner Raulino Alves, Janaina Borges |
| author_facet | Almeida, Mariangela Lima Silva, Rayner Raulino Alves, Janaina Borges |
| author_sort | Almeida, Mariangela Lima |
| collection | Repositorio |
| description | This essay is focused on the debate about continuing education of teachers and education managers that aims to guarantee schooling for students with disabilities, pervasive developmental disorder and high abilities/intellectual giftedness. It approaches the prospective of movements and policies in favor of education inclusion, focusing on researches that studies public managers of special education’s training and performance. It analyses constitutive elements of a study-reflection group of managers/researchers and researchers/academics whom dedicate themselves to comprehend what is possible in the process of creating policies for continuing education in a inclusive perspective. This study has as theoretical-epistemological referential a critical-collaborative action research and Jürgen Habermas theorization. The group’s courses is taken from presencial and virtual dialogs recorded on field notes, meetings’ records, group meetings’ transcription and promoted seminars. It reflects methodological elements that traces the constitutive path of this group and problematizes the researcher’s place in the continuing education’s knowledge construction. The process experienced enhance the possibility of a critical perspective of continuing education promoted by study-reflection groups. |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO65802 |
| institution | CLACSO, Repositorio Digital |
| language | Portugués |
| publishDate | 2017 |
| publisher | Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara |
| record_format | greenstone |
| spelling | clacso-CLACSO658022022-03-18T19:30:02Z The study-reflection group as a theoretical-methodological perspective for continuing education: a study with public managers of special education El grupo de estudio-reflexión perspectiva teórico-metodológica para la formación continuada: un estudio con asesores públicos de educación especial O grupo de estudo-reflexão perspectiva teórico-metodológica para formação continuada: um estudo com gestores públicos de educação especial Almeida, Mariangela Lima Silva, Rayner Raulino Alves, Janaina Borges Continuing education. Special education’s public managers. Critical-collaborative action research. Study-reflection group. Formación continuada. Asesores públicos de educación especial. Investigación-acción colaborativo-crítica. Grupo de estudio-reflexión. Formação continuada. Gestores públicos de educação especial. Pesquisa-ação colaborativo-crítica. Grupo de estudo-reflexão. This essay is focused on the debate about continuing education of teachers and education managers that aims to guarantee schooling for students with disabilities, pervasive developmental disorder and high abilities/intellectual giftedness. It approaches the prospective of movements and policies in favor of education inclusion, focusing on researches that studies public managers of special education’s training and performance. It analyses constitutive elements of a study-reflection group of managers/researchers and researchers/academics whom dedicate themselves to comprehend what is possible in the process of creating policies for continuing education in a inclusive perspective. This study has as theoretical-epistemological referential a critical-collaborative action research and Jürgen Habermas theorization. The group’s courses is taken from presencial and virtual dialogs recorded on field notes, meetings’ records, group meetings’ transcription and promoted seminars. It reflects methodological elements that traces the constitutive path of this group and problematizes the researcher’s place in the continuing education’s knowledge construction. The process experienced enhance the possibility of a critical perspective of continuing education promoted by study-reflection groups. Este texto destaca el debate acerca de la formación continuada de asesores y profesores de educación con el objetivo de garantizar la escolarización de alumnos con discapacidad, transtornos globales del desarrollo y altas habilidades/superdotación. Aborda el panorama de los movimientos y políticas a favor de la inclusión escolar, dando destaque a las investigaciones que toman como objeto la formación y actuación de asesores públicos de Educación Especial. Analiza elementos que constituyen un grupo de estudio-reflexión de asesores-investigadores e investigadores-académicos que se dedican a comprender las posibilidades para la constitución de políticas de formación continuada en la perspectiva de la inclusión. El estudio en análisis, asume como referencial teórico-epistemológico la investigación-acción colaborativo-crítica y las teorizaciones de Jürgen Habermas. El recorrido del grupo es retomado a partir de diálogos presenciales y virtuales, registrados en diarios de campo, informes de reuniones, transcripciones de los encuentros del grupo y de los seminarios promovidos. Reflexiona elementos metodológicos que marcan la trayectoria constitutiva de ese grupo y problematiza el lugar del investigador en la construcción de conocimientos sobre formación continuada. El proceso vivido evidencia la posibilidad de una perspectiva crítica de la formación continuada promovida por medio del grupo de estudio-reflexión. Este texto focaliza o debate acerca da formação continuada de gestores e professores da educação com vistas a garantia da escolarização de alunos com deficiência, transtornos globais do desenvolvimento e altas habilidades/superdotação. Aborda o panorama dos movimentos e políticas em prol da inclusão escolar, dando destaque para pesquisas que tomam como objeto a formação e atuação de gestores públicos de Educação Especial. Analisa elementos que constituem um grupo de estudo-reflexão de gestores-pesquisadores e pesquisadores-acadêmicos que se dedicam a compreender os possíveis para a constituição de políticas de formação continuada na perspectiva da inclusão. O estudo em tela, assume como referencial teórico-epistemológico a pesquisa-ação colaborativo-crítica e as teorizações de Jürgen Habermas. O percurso do grupo é retomado a partir de diálogos presenciais e virtuais, registrados em diários de campo, relatórios de reuniões, transcrições dos encontros do grupo e dos seminários promovidos. Reflete elementos metodológicos que marcam a trajetória constitutiva desse grupo e problematiza o lugar do pesquisador na construção de conhecimentos sobre formação continuada. O processo vivido evidencia a possibilidade de uma perspectiva crítica da formação continuada promovida por meio de grupos de estudo-reflexão. 2017-11-01 2022-03-18T19:30:02Z 2022-03-18T19:30:02Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://periodicos.fclar.unesp.br/rpge/article/view/10184 10.22633/rpge.v21.n.esp2.2017.10184 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/65802 por https://periodicos.fclar.unesp.br/rpge/article/view/10184/7019 Copyright (c) 2017 Revista on line de Política e Gestão Educacional application/pdf Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara Revista on line de Política e Gestão Educacional; v. 21, n. esp. 2, nov./2017 - Dossiê “Inclusão e diversidade, exclusão, formação de professores”; 1098-1118 1519-9029 10.22633/rpge.v21.n.esp2.2017 |
| spellingShingle | Continuing education. Special education’s public managers. Critical-collaborative action research. Study-reflection group. Formación continuada. Asesores públicos de educación especial. Investigación-acción colaborativo-crítica. Grupo de estudio-reflexión. Formação continuada. Gestores públicos de educação especial. Pesquisa-ação colaborativo-crítica. Grupo de estudo-reflexão. Almeida, Mariangela Lima Silva, Rayner Raulino Alves, Janaina Borges The study-reflection group as a theoretical-methodological perspective for continuing education: a study with public managers of special education |
| title | The study-reflection group as a theoretical-methodological perspective for continuing education: a study with public managers of special education |
| title_full | The study-reflection group as a theoretical-methodological perspective for continuing education: a study with public managers of special education |
| title_fullStr | The study-reflection group as a theoretical-methodological perspective for continuing education: a study with public managers of special education |
| title_full_unstemmed | The study-reflection group as a theoretical-methodological perspective for continuing education: a study with public managers of special education |
| title_short | The study-reflection group as a theoretical-methodological perspective for continuing education: a study with public managers of special education |
| title_sort | study-reflection group as a theoretical-methodological perspective for continuing education: a study with public managers of special education |
| topic | Continuing education. Special education’s public managers. Critical-collaborative action research. Study-reflection group. Formación continuada. Asesores públicos de educación especial. Investigación-acción colaborativo-crítica. Grupo de estudio-reflexión. Formação continuada. Gestores públicos de educação especial. Pesquisa-ação colaborativo-crítica. Grupo de estudo-reflexão. |
| url | https://periodicos.fclar.unesp.br/rpge/article/view/10184 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/65802 |