Celia Regina Vitaliano

Formação de professores por meio de pesquisa colaborativa com vistas à inclusão de alunos com deficiência intelectual

este estudo teve o objetivo de investigar a eficacia de um programa de formacao de professores numa Escola Estadual de Ensino Fundamental II do Estado do Parana, com vistas a favorecer o processo de inclusao de alunos com deficiencia intelectual (DI). Os pressupostos teoricos se pautaram nos fundamentos do movimento de inclusao educacional, especialmente em relacao as praticas pedagogicas inclusivas. O metodo utilizado seguiu a sistematizacao da pesquisa colaborativa. Foram participantes duas professoras, cada uma com um aluno com diagnostico de DI, em uma das turmas em que lecionavam. Os procedimentos para coleta dos dados ocorreram em tres fases: 1a) levantamento junto as professoras participantes sobre seus conhecimentos acerca do processo de inclusao de alunos com DI e observacoes em sala de aula de suas praticas; 2a) desenvolvimento de procedimentos de intervencao - ciclos de estudos sobre o processo de inclusao educacional, analises reflexivas sobre as praticas pedagogicas desenvolvidas durante as aulas e participacao da pesquisadora em sala de aula, auxiliando no atendimento aos alunos com DI -, baseados na pesquisa colaborativa; 3a) entrevista junto as participantes com o objetivo de avaliar os procedimentos desenvolvidos. Os resultados evidenciaram melhoria da qualidade do processo de inclusao dos alunos com DI e ampliacao dos conhecimentos teoricos e praticos acerca da educacao inclusiva pelos professores. Comprovou-se, tambem, que o trabalho colaborativo desenvolvido entre professores do ensino regular e professor especialista em Educacao Especial e efetivo para favorecer o processo de inclusao de alunos com DI.

Saberes necessários aos professores para promover a inclusão de alunos com necessidades Educacionais Especiais

The main objective of the following paper is to identify, by a revision from the specialized area literature, the needed knowledge required by teachers to promote the inclusion of students with special educational needs (SEN) in regular education. To achieve this goal, was prepared a bibliographic survey from seven magazines, ten books’ chapters and three dissertations from Education and special education area, produced between 2005 and 2009. The achieved data was organized into categories. The results indicate the necessity of specific theoretical, conceptual and methodological knowledge to include students in an ordinary classroom. Between all knowledge indicated by the checked authors, is pointed out the understanding related to corporative and collaborative method and technique to favor the inclusion of students with SEN; the characteristics of these students, to the procedure didactic-pedagogic to favor the inclusion; to the legislation and fundamentals from inclusive education; to the social barriers that difficult the inclusion process from students with SEN, among others. We consider that this research result can contribute to subsidize the content organization which will be contemplated in the teaching training and continued formation process and/or teachers who are working to favor the inclusion process for SEN students.

Saberes de professores propícios à inclusão dos alunos com necessidades educacionais especiais: condições para sua construção

Favourable social attitudes toward inclusion of students with educational special needs have been supposed to be an essential condition for teachers. Considering this question, the aim of this paper is to describe knowledges recommended in academic production about school inclusion, as well as the conditions that support their acquisition. Therefore, we performed a documental analysis of theses and dissertations in Education and Special Education, available in the data base of Capes, and bibliographic research. The data collected were organized in categories. The results indicated the importance of the teachers’ ability to valorize the difference and the heterogeneity, put themselves in others’ place, and be favourable to Inclusive Education. Conditions to the construction of positive attitudes were identified: the need to demythicization of the concept of disability and capacities of the disabled, appropriate teacher training, positive experiences of inclusion, and collaborative work among specialized teachers, teachers responsible for the classes and other professionals involved.