Formação continuada de professores inseridos em contextos educacionais inclusivos
This study focused on: a) understanding how teachers deal with the proposal of school inclusion of students with special needs in the Physical Education context; b) analyzing the implementation process of a continuing education program together with these teachers. Twenty teachers from the municipal...
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2011 |
| País: | Brasil |
| Recursos: | Universidade Federal do Paraná (UFPR) |
| Repositorio: | Educar em Revista |
| Idioma: | portugués |
| OAI Identifier: | oai:revistas.ufpr.br:article/16993 |
| Acesso em linha: | https://revistas.ufpr.br/educar/article/view/16993 |
| Access Level: | acceso abierto |
| Palavra-chave: | Educação; Tópicos Específicos da Educação Inclusão Escolar; Formação Continuada; Políticas Educacionais Educação Especial |
| Resumo: | This study focused on: a) understanding how teachers deal with the proposal of school inclusion of students with special needs in the Physical Education context; b) analyzing the implementation process of a continuing education program together with these teachers. Twenty teachers from the municipal teaching network of a city in the State of Paraná took part in this research. Group interviews and observations of classes taught by the participants were carried out. Results show that: a) in spite of their initial education, the teachers work out intervention alternatives in favor of school inclusion; b) teachers must accept the condition of protagonists in continuing education programs. |
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