Formação Docente sobre Inclusão de Alunos Público-Alvo da Educação Especial e as Repercussões nas Práticas dos Professores

Abstract

This thesis aims to systematize a training on the inclusion of special education students target audience for professors at the Federal University of Pará – Castanhal Campus, highlighting the repercussions on their teaching practices. To this end, four complementary studies were carried out and in article format. The first study aimed to analyze the scientific production regarding teacher training on the inclusion of special education students target audience in the Brazilian context. An integrative literature review was carried out with 29 articles from the CAPES Journal Portal. It was found that publications appear in high quality journals and there has been an increase in recent years. However, there is a shortage of work in the field, especially in higher education and in the northern region. It was found that training varied greatly (content and workload) and teachers did not feel prepared to work with special education students target audience, even when they had taken part in training in this field. The second study aimed to characterize the knowledge of 81 professors at the Federal University of Pará – Castanhal Campus about inclusion in higher education and the training they had and intended to undertake in Special Education. A total of 81 professors participated and answered the Teacher Training for the Inclusion of Special Education Students (FDIAEE) instrument. The participants reported having little or partial knowledge on inclusion in higher education. It was noted that the Accessibility Center (NAcess) provided training in the field of Special Education, but there was little adherence from teachers. The third study described the planning, development and evaluationof atraining program on inclusion of special education students target audience in higher education for teachers at the Federal University of Pará – Castanhal Campus, Brazil. Based on a survey of teachers' demands, the training program had five modules covering the following topics: Special and Inclusive Education; visual impairment; deafness; autism and accessibility. The results proved the feasibility of carrying out training activities based on the participants' needs. The evaluation of the training indicated there was a need to increase workload, the use of teaching materials and the practical activities proposed, as well as to institutionalize institutionalize teacher training on the inclusion of graduating students target audience in special education. The fourth study aimed to identify the changes perceived by teachers at the Federal University of Pará – Castanhal Campus in their teaching practices after taking part in training on the inclusion of special education students target audience in higher education. A total of 29 professors participated and answered the Teacher Training for the Inclusion of Special Education Students II (FDIAEE-II) instrument. Changes were seen in the teachers' perception of their practices with graduating, in the teachers' pedagogical practices (in the interaction teacher-Special Education target audience student, methodology, content and assessment) and in institutional interactions. There were also changes in the practices of teachers who did not take part in the training, suggesting the training participants shared knowledge they aquired with their pairs. It was found the collective of teachers tried to reduce or eliminate barriers to guarantee the rights of graduating, target audience or not, which favored the development of an inclusive institutional culture. This thesis concludes that the training program contributed to stimulate practices that favor an inclusive institutional culture. In addition, it has helped to improve the quality of the education offered, contributing to the permanence, participation and progression of target audience students. It was found pedagogical training can have geometrically effects and greater than those presented in previous studies; that it is essential to institutionalize training for higher education professors with the implementation of permanent training policies on the inclusion of target audience students of Special Education; and the strengthening of Accessibility Centers to carry out these training actions.