Teacher education from the perspective of undergraduate students and teachers: special education on the agenda
The article focuses on the initial teacher education in undergraduate courses, analyzing the construction of knowledge related to Special Education. Considering the undergraduate period as a moment of teacher professionalization and the increasing number of students with disabilities enrolled in reg...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Federal de Santa Maria (UFSM) |
| Repositorio: | Revista Educação Especial (UFSM) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/74657 |
| Acceso en línea: | http://periodicos.ufsm.br/educacaoespecial/article/view/74657 |
| Access Level: | acceso abierto |
| Palabra clave: | Teacher education Special education Undergraduate courses Formación del profesorado Educación especial Licenciaturas Formação docente Educação Especial |
| Sumario: | The article focuses on the initial teacher education in undergraduate courses, analyzing the construction of knowledge related to Special Education. Considering the undergraduate period as a moment of teacher professionalization and the increasing number of students with disabilities enrolled in regular education, this article aims to analyze the perspective of undergraduate students and teacher educators about the undergraduate process, considering the construction of knowledge related to special education, correlated to the curricular offer. The research is of a qualitative nature, outlined as a case study, analyzing the field of teacher education at the Federal University of Espírito Santo (UFES) – Goiabeiras campus –, highlighting its 17 undergraduate courses through questionnaires (n=93) and interviews (n=3). For data analysis, the reflections are based on the assumptions of Norbert Elias' Sociological Figurational Theory and in the literature on teacher education and Special Education. The results are presented from two axes, 1) The disciplines and the mobilization of knowledge about special education and 2) The formative offer and the construction of the conception of Special Education . The analysis shows that the subjects studied in the courses have great importance for the mobilization of this knowledge, that the undergraduates indicate the need for more practical content in teacher education, and that the teachers, on the other hand, point to a broad, socially and philosophically referenced training. |
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