WITH THE WORD, THE TEACHER OF SPECIAL EDUCATION: THE PEDAGOGICAL WORK IN THE SCHOOL
In a scenario marked by possibilities and confrontations, this text aims to discuss elements related to the training and professional field of Special Education teachers from three municipalities in the interior of Rio Grande do Sul. The research, of a quantum quantitative nature, aimed to know the...
| Autores: | ; |
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| Tipo de documento: | Artigo |
| Estado: | Published version |
| Data de publicação: | 2019 |
| País: | Brasil |
| Recursos: | UNISC |
| Repositório: | Reflexão e Ação (Online) |
| Idioma: | Português |
| OAI Identifier: | oai:ojs.online.unisc.br:article/11233 |
| Acesso em linha: | https://seer.unisc.br/index.php/reflex/article/view/11233 |
| Nível de acesso: | Acesso aberto |
| Palavra-chave: | Special Education teacher Inclusion Pedagogical work. Profesores de Educación Especial Inclusión Trabajo pedagógico. Professores de Educação Especial Inclusão Trabalho pedagógico. Formação de professores trabalho docente educação inclusiva. |
| Resumo: | In a scenario marked by possibilities and confrontations, this text aims to discuss elements related to the training and professional field of Special Education teachers from three municipalities in the interior of Rio Grande do Sul. The research, of a quantum quantitative nature, aimed to know the perceptions of Special Education teachers about the possibilities and difficulties related to inclusive processes in different school contexts. With the use of a questionnaire, this text presents the beliefs and understandings of Special Education teachers regarding the pedagogical work they develop in schools with the different subjects in these contexts. The results indicate that special education teachers, faced with multiple demands and different difficulties, believe in the processes of inclusion in the regular school and perceive significant progress towards the inclusion of students with disabilities in regular education. |
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