Biblioteca Digital de VanguardiaTeacher training for school inclusion in the modality of youth and adults education: analysis of research
This systematic review seeks to describe and analyze dissertations and theses that focus on initial and continuing teacher training for inclusion of students with disabilities in the EJA modality, from 2008 to 2016, available at the Digital Library of Theses and Dissertations (BDTD) and Bank of Diss...
| 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
2018
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| Acceso en línea: | https://periodicos.fclar.unesp.br/rpge/article/view/11391 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/65892 |
| _version_ | 1782336585794060288 |
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| author | Silva, Maria do Carmo Lobato da Campos, Juliane Aparecida de Paula Perez |
| author_facet | Silva, Maria do Carmo Lobato da Campos, Juliane Aparecida de Paula Perez |
| author_sort | Silva, Maria do Carmo Lobato da |
| collection | Repositorio |
| description | This systematic review seeks to describe and analyze dissertations and theses that focus on initial and continuing teacher training for inclusion of students with disabilities in the EJA modality, from 2008 to 2016, available at the Digital Library of Theses and Dissertations (BDTD) and Bank of Dissertations and Thesis of Capes. The descriptors were teacher training, school inclusion, inclusive education, special education, disability, youth and adult education. Nine productions were selected for content analysis. The results pointed out three studies that focused the conception of teachers on their initial and continuous formation process, indicating them insufficient and fragile to work with students with disabilities in the EJA; four studies indicated that continuing education needs to occur in the daily life of the school to meet the needs of the teachers in service and two studies indicated the collaborative work as a strategy to improve teacher training. It was evidenced that the thematic teacher training for school inclusion in the EJA modality has been underprivileged in the productions that dialogue the interface between EJA and Special Education, making it opportune its debate for the advancement of knowledge and discussion on the (re) structuring of curriculums of graduation courses and reconfiguration of programs for continuing education. |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO65892 |
| institution | CLACSO, Repositorio Digital |
| language | Portugués |
| publishDate | 2018 |
| publisher | Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara |
| record_format | greenstone |
| spelling | clacso-CLACSO658922022-03-18T19:30:15Z Teacher training for school inclusion in the modality of youth and adults education: analysis of research Formación de profesores para inclusión escolar en la modalidad de educación de jóvenes y adultos: análisis de investigaciones Formação de professores para inclusão escolar na modalidade de educação de jovens e adultos: análise de pesquisas Silva, Maria do Carmo Lobato da Campos, Juliane Aparecida de Paula Perez Teacher training Special education Education for youth and adult Formación de profesores Educación especial Educación de jóvenes y adultos Formação de professores Educação especial Educação de jovens e adultos This systematic review seeks to describe and analyze dissertations and theses that focus on initial and continuing teacher training for inclusion of students with disabilities in the EJA modality, from 2008 to 2016, available at the Digital Library of Theses and Dissertations (BDTD) and Bank of Dissertations and Thesis of Capes. The descriptors were teacher training, school inclusion, inclusive education, special education, disability, youth and adult education. Nine productions were selected for content analysis. The results pointed out three studies that focused the conception of teachers on their initial and continuous formation process, indicating them insufficient and fragile to work with students with disabilities in the EJA; four studies indicated that continuing education needs to occur in the daily life of the school to meet the needs of the teachers in service and two studies indicated the collaborative work as a strategy to improve teacher training. It was evidenced that the thematic teacher training for school inclusion in the EJA modality has been underprivileged in the productions that dialogue the interface between EJA and Special Education, making it opportune its debate for the advancement of knowledge and discussion on the (re) structuring of curriculums of graduation courses and reconfiguration of programs for continuing education. Esta investigación de revisión sistemática busca describir y analizar disertaciones y tesis que abordan la formación inicial y continuada de profesores para conseguir la inclusión escolar de alumnos con discapacidad en la modalidad de la EJA, en el período de 2008 a 2016,y que están disponibles en el banco de la Biblioteca Digital de Tesis y Disertaciones (BDTD) y em el Banco de Disertaciones y Tesis de la Capes. Los descriptores fueron: formación de profesores, formación docente, inclusión escolar, educación inclusiva, educación especial, discapacidad y educación de Jóvenes y Adultos. Se seleccionaron nueve producciones para elanálisis de su contenido. Los resultados apuntaron tres estudios que enfocaron la visión delos profesores sobre sus proceos de formación inicial y continuada,mostrándolos insuficientes e inadecuados para actuar con alumnos con discapacidad en la EJA; cuatro indicaron que la formación continuada necesita ocurrir en el cotidiano de la escuela para atender a las necesidades de los profesores en servicio y dos estudios señalaron el trabajo colaborativo como estrategia para la mejora de la formación de los profesores. Se evidenció que la temática de formación de profesores para la inclusión escolar en la modalidad de la EJA ha sido poco privilegiada en las producciones que tratan sobre la conexión entre la EJA y la Educación Especial, haciendo oportuno su debate para el avance de conocimientos y la discusión sobre la (re) estructuración de currículos de cursos de licenciaturas y la reconfiguración de programas para la formación continuada. Esta pesquisa de revisão sistemática buscou descrever e analisar dissertações e teses que tematizassem sobre a formação inicial e continuada de professores para inclusão escolar de alunos com deficiência na modalidade da EJA, no período de 2008 a 2016, disponibilizadas no banco de Biblioteca Digital de Teses e Dissertações Brasileiras (BDTD) e Banco de Dissertações e Teses da Capes. Os descritores foram: formação de professores, formação docente, inclusão escolar, educação inclusiva, educação especial, deficiência, educação de Jovens e Adultos. Foram selecionadas nove produções para análise de conteúdo. Os resultados apontaram que três estudos focalizaram a concepção de professores sobre seu processo de formação inicial e continuada, indicando-os insuficientes e frágeis para atuar com alunos com deficiência na EJA; quatro indicaram que a formação continuada precisaria ocorrer no cotidiano da escola para atender as necessidades dos professores em serviço e dois estudos sinalizaram o trabalho colaborativo como estratégia para melhoria da formação dos professores. Evidenciou-se que a temática, formação de professores para inclusão escolar na modalidade de EJA, tem sido pouco privilegiada nas produções que dialogam a interface entre EJA e Educação Especial, tornando oportuno seu debate para o avanço de conhecimentos e discussão sobre a (re)estruturação de currículos de cursos de licenciaturas e reconfiguração de programas para a formação continuada. 2018-12-01 2022-03-18T19:30:15Z 2022-03-18T19:30:15Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Revisão Sistemática https://periodicos.fclar.unesp.br/rpge/article/view/11391 10.22633/rpge.v22i3.11391 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/65892 por https://periodicos.fclar.unesp.br/rpge/article/view/11391/7859 https://periodicos.fclar.unesp.br/rpge/article/view/11391/8219 Copyright (c) 2019 Revista on line de Política e Gestão Educacional application/pdf application/xml Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara Revista on line de Política e Gestão Educacional; v. 22, n. 3, set./dez. (2018); 1154-1167 1519-9029 10.22633/rpge.v22i3 |
| spellingShingle | Teacher training Special education Education for youth and adult Formación de profesores Educación especial Educación de jóvenes y adultos Formação de professores Educação especial Educação de jovens e adultos Silva, Maria do Carmo Lobato da Campos, Juliane Aparecida de Paula Perez Teacher training for school inclusion in the modality of youth and adults education: analysis of research |
| title | Teacher training for school inclusion in the modality of youth and adults education: analysis of research |
| title_full | Teacher training for school inclusion in the modality of youth and adults education: analysis of research |
| title_fullStr | Teacher training for school inclusion in the modality of youth and adults education: analysis of research |
| title_full_unstemmed | Teacher training for school inclusion in the modality of youth and adults education: analysis of research |
| title_short | Teacher training for school inclusion in the modality of youth and adults education: analysis of research |
| title_sort | teacher training for school inclusion in the modality of youth and adults education: analysis of research |
| topic | Teacher training Special education Education for youth and adult Formación de profesores Educación especial Educación de jóvenes y adultos Formação de professores Educação especial Educação de jovens e adultos |
| url | https://periodicos.fclar.unesp.br/rpge/article/view/11391 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/65892 |