A formação de professores do curso de letras no processo de inclusão escolar
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Tipo
TCC
Data de publicação
2021
Periódico
Citações (Scopus)
Autores
Castro, Fabiana Cristina Andrade Gênova de
Orientador
Santos, Elaine Cristina Prado dos
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Resumo
A formação inicial de professores para a educação básica no Brasil, a partir dos anos 90, tem novas diretrizes expressas nas Resoluções 01/2002 e 02/2002, aprovadas pelo Conselho Nacional de Educação (CAMPOS, 2003, apud GISI e EYNG, 2006). Na Lei de Diretrizes e Bases da Educação Brasileira (LDB), estabelece a formação de professores para o exercício do ensino na educação infantil (0-5 anos), no ensino fundamental (6-14 anos), no ensino médio (15-17 anos), e nas respectivas modalidades de educação (educação de jovens e adultos, educação especial, profissional e tecnológica, educação de campo, educação escolar indígena, educação a distância e educação escolar quilombola), nas diferentes áreas do conhecimento e integrada entre elas, podendo escolher um campo específico ou interdisciplinar.
A inclusão educacional, que tem seus fundamentos previstos em documentos nacionais e internacionais, como a Constituição Federal (Brasil, 1988), Declaração Mundial de Educação para Todos (Declaração, 1990), a Declaração de Salamanca (Brasil, 1994), a Lei de Diretrizes e Bases da Educação Nacional (Brasil, 1996), pressupões uma mudança de concepção na qual todos tenham condições de garantir sua cidadania de forma plena.
Na escola esse processo de construção de uma sociedade inclusiva, requer planejamento educacional no âmbito dos Plano Políticos, nos Projetos Políticos Pedagógicos da escola e também no Plano de Ensino do Professor. Além desses aspectos, requer também aspectos estruturais, informação e formação, que inclui todo o universo escolar.
A formação do professor nesse contexto é o que se propõe refletir, como um processo de preparação para a construção profissional. Uma formação adequada, deve garantir um futuro reflexivo e atuante de práticas pedagógicas que alcancem indistintamente seus alunos.
Tendo isso por exposto, procura-se refletir a respeito da formação do professor como um processo de preparação para a construção profissional. É necessário que haja uma formação adequada com o fito propiciar reflexões e atuações a um futuro professor para práticas pedagógicas que alcancem de forma indistinta a seus alunos.
The initial training of teachers for basic education in Brazil, from the 1990s onwards, has new guidelines expressed in Resolutions 01/2002 and 02/2002, approved by the National Education Council (CAMPOS, 2003, apud GISI and EYNG, 2006). In the Law of Guidelines and Bases of the Brazilian Education (LDB), it establishes the training of teachers for the exercise of teaching in early childhood education (0-5 years), in elementary school (6-14 years), in secondary education (15-17 years), and in the respective modalities of education (youth and adult education, special, professional and technological education, field education, indigenous school education, distance education and quilombola school education), in different areas of knowledge and integrated between them, being able to choose a specific or interdisciplinary field. Educational inclusion, which has its foundations provided in national and international documents, such as the Federal Constitution (Brazil, 1988), World Declaration of Education for All (Declaration, 1990), the Declaration of Salamanca (Brasil, 1994), the Law of Guidelines and Bases of National Education (Brasil, 1996), presuppose a change of conception in which everyone is able to fully guarantee their citizenship. At school, this process of building an inclusive society requires educational planning within the scope of the Political Plan, in the School's Political Pedagogical Projects and also in the Teacher's Teaching Plan. In addition to these aspects, it also requires structural aspects, information and training, which includes the entire school universe. Teacher’s training in this context is what is proposed to reflect, as a process of preparation for professional construction. Adequate training should guarantee a future teacher who is reflective and active in pedagogical practices that reach their students without distinction. Having this for example, we seek to reflect on the teacher's training as a process of preparation for professional construction. It is necessary that there is adequate training with the phyto provide reflections and actions to a future teacher for pedagogical practices that reach indistinctly to their students.
The initial training of teachers for basic education in Brazil, from the 1990s onwards, has new guidelines expressed in Resolutions 01/2002 and 02/2002, approved by the National Education Council (CAMPOS, 2003, apud GISI and EYNG, 2006). In the Law of Guidelines and Bases of the Brazilian Education (LDB), it establishes the training of teachers for the exercise of teaching in early childhood education (0-5 years), in elementary school (6-14 years), in secondary education (15-17 years), and in the respective modalities of education (youth and adult education, special, professional and technological education, field education, indigenous school education, distance education and quilombola school education), in different areas of knowledge and integrated between them, being able to choose a specific or interdisciplinary field. Educational inclusion, which has its foundations provided in national and international documents, such as the Federal Constitution (Brazil, 1988), World Declaration of Education for All (Declaration, 1990), the Declaration of Salamanca (Brasil, 1994), the Law of Guidelines and Bases of National Education (Brasil, 1996), presuppose a change of conception in which everyone is able to fully guarantee their citizenship. At school, this process of building an inclusive society requires educational planning within the scope of the Political Plan, in the School's Political Pedagogical Projects and also in the Teacher's Teaching Plan. In addition to these aspects, it also requires structural aspects, information and training, which includes the entire school universe. Teacher’s training in this context is what is proposed to reflect, as a process of preparation for professional construction. Adequate training should guarantee a future teacher who is reflective and active in pedagogical practices that reach their students without distinction. Having this for example, we seek to reflect on the teacher's training as a process of preparation for professional construction. It is necessary that there is adequate training with the phyto provide reflections and actions to a future teacher for pedagogical practices that reach indistinctly to their students.
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Palavras-chave
formação de professores , inclusão educacional , lei de diretrizes , bases da educação nacional , teacher training , educational inclusion , guidelines law , foundations of national education