CONTINUING TRAINING OF TEACHERS IN THE AREA OF SPECIAL EDUCATION IN THE LIGHT OF STUDIES FROM THE PROFESSIONAL MASTERS PROGRAM IN EDUCATION AT UFES
Name: GESICA GUEDES DE SANTANA
Publication date: 27/10/2023
Examining board:
Name |
Role |
|---|---|
| ANDRESSA MAFEZONI CAETANO | Advisor |
Summary: The objective of this research is to analyze academic productions on continuing education, specifically in the area of Special Education with an emphasis on school inclusion, in the period 2017-2022, within the scope of the UFES Professional Master's Program. It discusses concepts of continuing education, Special Education and inclusion present in the research analyzed, highlighting the contributions of these studies to the fields of Special Education and school inclusion. Furthermore, it identifies the challenges and possibilities of the continuing teacher training process. The theoretical basis of the research is based on the works of António Nóvoa (1991, 1992, 2009, 2022), with complementary references by Gatti (2008, 2010, 2011, 2014), André (2017, 2022) and other authors dedicated to teacher training in the field of Special Education from an inclusive perspective. From a methodological point of view, this research is framed as a qualitative approach, using a bibliographical approach, based on studies previously published in the Professional Education Programs of federal universities in different regions of Brazil, as well as books and scientific articles related to the theme. in question. As an educational product, it presents a catalog that compiles other educational products developed in the research analyzed. The results reveal that investigations conducted in Professional Education Programs are contributing to advances in basic education, especially with regard to Special Education and school inclusion. Although training is not a definitive solution to all challenges, it is an essential component to promote structural changes. The research highlights the need for investments in the continued training of teachers and other education professionals, aiming to expand conceptions and knowledge from theoretical-methodological perspectives that strengthen the integration between theory and practice, promoting reflection on teaching work and recognizing teachers as subjects capable of producing knowledge through engaged research.
