The teachers training for the inclusion treated in the Brazilian Journal of Special Education: an analysis

Authors

  • Jacqueline Lidiane de Souza Prais Universidade Estadual do Norte do Paraná - UENP Universidade Tecnológica Federal do Paraná - UTFPR
  • Vanderley Flor da Rosa Universidade Tecnológica Federal do Paraná - UTFPR

DOI:

https://doi.org/10.5902/1984686X19833

Keywords:

Teachers training, Special Education, Systematic review, Analysis

Abstract

The teachers training to act with the students with special educational needs (NEE) (acronym in Portuguese for Special Educational Needs) has been pointed out by the literature in the area of Special Education and the Education as an emerging need to implement the inclusive education. Being motivated by this argument, this article aims at characterizing the publications which refer to the teachers training theme for the inclusion of the students with NEE contained in the Brazilian Journal of Special Education from 2005 to 2014. As the research methodology, it was used the systematic review of the available online editions. The first results indicated 333 published articles contemplating many themes in the area of Special Education, among them, 19 were selected for the content analysis, considering that they had as central theme the teachers training. After the reading of the articles and analysis, it was organized in five categories which present the following conclusions: analysis of the/in the initial teachers training; the teachers training as a collaborative practice for the inclusion; analysis of continued formation course/program; reviews and analysis of the scientific productions about the teachers training and; finally, the necessity of pedagogic formation for the educational action. Among the obtained results in this research, it was reported that beyond the teachers training theme has assumed a relevant role in the researches, it takes little space as central object in the researches and, thus, it is necessary to extend the analysis to contribute to the dissemination of the developed papers in the initial and continued formation, as well as to the courses and programs reformulation/restructuring.

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Author Biographies

Jacqueline Lidiane de Souza Prais, Universidade Estadual do Norte do Paraná - UENP Universidade Tecnológica Federal do Paraná - UTFPR

Graduada em Pedagogia pela Universidade Estadual do Norte do Paraná - Campus de Cornélio Procópio (UENP/CCP) em 2011. Especialista em Educação Especial Inclusiva (2012-2013) e em Políticas Públicas para a Educação(2013-2014), ambas pela UENP/CCP. Experiência profissional como Educadora Infantil na Prefeitura Municipal de Cornélio Procópio. Atualmente é docente no regime CRES na UENP - Campus de Cornélio Procópio e Mestranda no Programa de Pós-Graduação em Ensino de Ciências Humanas, Sociais e da Natureza - PPGEN pela Universidade Tecnológica Federal do Paraná (UTFPR) - Campus de Londrina. Integrante do Grupo de Pesquisa em Educação (GEPEDUC) na linha de formação de professores. Tem experiência na área de Educação, atuando principalmente nos seguintes temas: Educação Especial, inclusão, organização da atividade de ensino.

Vanderley Flor da Rosa, Universidade Tecnológica Federal do Paraná - UTFPR

Doutor em Educação, na linha de pesquisa 'Políticas Públicas e Administração da Educação Brasileira', pela UNESP - Câmpus Marilia (2011). Possui Mestrado em Ciências da Computação e Matemática Computacional pela Universidade de São Paulo - ICMC/USP (2001). Possui graduação em Licenciatura em Ciências Habilitação em Física pelo Fundação Faculdade de Filosofia Ciências e Letras de Cornélio Procópio (1988), graduação em Tecnologia em Processamento de Dados pela Universidade Norte do Paraná (1993), especialização em Administração da Engenharia de Software pela Universidade Norte do Paraná (1995), especialização em Educação Tecnológica pela Universidade Tecnológica Federal do Paraná (1996), especialização em Informática na Educação pela Universidade Tecnológica Federal do Paraná (1998). Atualmente é professor da UTFPR - Universidade Tecnológica Federal do Paraná onde é professor colaborador do Programa de Mestrado Profissional em Informática - PPGI (UTFPR Câmpus CP) e professor permanente do Programa de Mestrado Profissional em Ensino de Ciências Humanas, Sociais e da Natureza - PPGEN (UTFPR Câmpus LD).

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Published

2017-04-11

How to Cite

de Souza Prais, J. L., & da Rosa, V. F. (2017). The teachers training for the inclusion treated in the Brazilian Journal of Special Education: an analysis. Special Education Magazine, 30(57), 129–144. https://doi.org/10.5902/1984686X19833

Issue

Revista Educação Especial, v. 30, n. 57, jan./abr. 2017

Section

Continuous Demand

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Declaration of originality

We declare that all articles present in the journal Revista Educação Especial (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction.  We also declare that, after being published by Revista Educação Especial (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.

We also acknowledge that the originals’ submission to Revista Educação Especial (UFSM) implies on a transference of copyright for physical and digital publishing to the journal. In case of noncompliance, the violator will receive sanctions and penalties predicted by the Brazilian Copyright Protection Law (n. 9610, dated 19/02/98).