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Currículo de formação docente de 2.º CEB, professor inclusivo e gestão de diversidades
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Abstract(s)
O artigo resulta de uma pesquisa de doutoramento em Ciências da Educação pela Universidade do Minho (especialidade de Desenvolvimento Curricular), apoiada pela Fundação para a Ciência e a Tecnologia (SFRH/BD/136655/2018) e centrada na formação inicial e contínua dos professores do 2.º Ciclo do Ensino Básico (CEB) para a gestão curricular em resposta às diversidades, particularmente aos alunos com necessidades de aprendizagem ou incapacidades. Pretendemos analisar os normativos e as orientações que têm vindo a nortear os currículos de formação inicial e contínua de professores de 2.º CEB, problematizando esses dados face à gestão curricular e pedagógica apropriada de diversidades que atualmente caracterizam as salas de aulas do ensino regular público. Recorremos a uma metodologia de caráter interpretativo, com recursos mistos. Os dados aqui expostos foram recolhidos por pesquisa documental. Assim, apresentamos um apontamento histórico-legal sobre a formação inicial e contínua dos professores do 2.º CEB, questionamos qual o professor que a escola inclusiva do séc. XXI demanda, com consequências para a formação de que este profissional necessita com vista à gestão efetiva das diversidades, salientando o seu papel fundamental como ator curricular. A análise salienta a relação umbilical necessária entre a formação docente e o desenvolvimento de práticas mais inclusivas, assim como a convergência desses eixos numa figura emblemática do ato educativo: o professor. Nesta lógica, a tríade- formação docente, professor, gestão de diversidades- revela-se indissociável.
This article is the result of a doctoral research in Educational Sciences by the University of Minho (specialty of Curricular Development), supported by the Foundation for Science and Technology (SFRH / BD / 136655/2018) and focused on the initial and continuous training of teachers of the 2nd cycle of basic Education (CBE) for curriculum management in response to diversities, particularly to students with learning needs or disabilities. We intend to analyze the legal norms and guidelines that have been guiding the curricula of initial and continuous training of 2nd CBE teachers, seeking to problematize these data in view of the appropriate curricular and pedagogical management of diversities that currently characterize the regular education classrooms. A mixed methodology was used. The data presented were collected by documentary research. Concretely, we present a historical-legal note on the initial and continuous training of teachers of the 2nd CBE, we question who is the teacher whom the inclusive school of the XXI Century demands, with consequences for the training that this professional needs for the effective management of diversities and emphasizing their fundamental role as curricular actors. The analysis highlights the necessary umbilical relationship between teacher training and the development of more inclusive practices, as well as the convergence of these axes in an emblematic figure of the educational act: the teacher. In this logic, the triad - teacher training, teacher, diversity management - proves inseparable. Keywords: Curriculum; Teacher training; Diversity management; Inclusion.
This article is the result of a doctoral research in Educational Sciences by the University of Minho (specialty of Curricular Development), supported by the Foundation for Science and Technology (SFRH / BD / 136655/2018) and focused on the initial and continuous training of teachers of the 2nd cycle of basic Education (CBE) for curriculum management in response to diversities, particularly to students with learning needs or disabilities. We intend to analyze the legal norms and guidelines that have been guiding the curricula of initial and continuous training of 2nd CBE teachers, seeking to problematize these data in view of the appropriate curricular and pedagogical management of diversities that currently characterize the regular education classrooms. A mixed methodology was used. The data presented were collected by documentary research. Concretely, we present a historical-legal note on the initial and continuous training of teachers of the 2nd CBE, we question who is the teacher whom the inclusive school of the XXI Century demands, with consequences for the training that this professional needs for the effective management of diversities and emphasizing their fundamental role as curricular actors. The analysis highlights the necessary umbilical relationship between teacher training and the development of more inclusive practices, as well as the convergence of these axes in an emblematic figure of the educational act: the teacher. In this logic, the triad - teacher training, teacher, diversity management - proves inseparable. Keywords: Curriculum; Teacher training; Diversity management; Inclusion.
Description
Keywords
Currículo Formação docente Gestão de diversidades Inclusão Curriculum Teacher training Diversity management Inclusion
Citation
Inês, H., Seabra, F. & Pacheco, J. A. (2020). Currículo de formação docente de 2.º CEB, Professor inclusivo e gestão de diversidades. Revista de Estudos Curriculares, 11(1), 46-72. ISSN: 2183-8755. https://www.nonio.uminho.pt/rec/index.php/rec/article/view/95