Loading...
Publication
Formação e supervisão de educadores de educação especial : um estudo de caso
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 474.18 KB | Adobe PDF |
Advisor(s)
Abstract(s)
Este documento incide num estudo de caso relativo à formação e supervisão dos educadores de infância de educação especial. Neste âmbito aborda as diferentes conceções de supervisão e de desenvolvimento profissional destes docentes, enquadradas na formação inicial, na formação contínua e na formação especializada. O que ressalta deste discurso é o desvinculo, acentuado entre supervisão, desenvolvimento profissional e formação. Neste sentido, a supervisão é entendida como avaliação ou inspeção e o desenvolvimento profissional como reflexão das práticas pedagógicas. A formação é entendida como uma aquisição e saberes teóricos um pouco desagregada dos contextos escolares. Outra ideia que emerge deste estudo indica a exigência de um processo formativo mais atento à realidade das escolas e às necessidades dos docentes. Um processo formativo mais atento às características das escolas inclusivas, democráticas, flexíveis e inovadoras.
This paper focuses on a case study on the training and supervision of kindergarten special education. In this framework addresses the different conceptions of supervision and professional development of these teachers, classified based on initial training, continuing training and specialized training. What emerges from this discourse is the lack of connection between supervision, professional development and training. Thus, the supervision is understood as evaluation or inspection and professional development as reflection of teaching practices. In this line of thought training in special education, appears concerned with the acquisition of theoretical sabers, slightly broken reality of school life. Another idea that emerges from this study indicates the need for a training process closer to the reality of the needs of schools and teachers. A formative process closer to the characteristics of inclusive schools, democratic, flexible and innovative.
This paper focuses on a case study on the training and supervision of kindergarten special education. In this framework addresses the different conceptions of supervision and professional development of these teachers, classified based on initial training, continuing training and specialized training. What emerges from this discourse is the lack of connection between supervision, professional development and training. Thus, the supervision is understood as evaluation or inspection and professional development as reflection of teaching practices. In this line of thought training in special education, appears concerned with the acquisition of theoretical sabers, slightly broken reality of school life. Another idea that emerges from this study indicates the need for a training process closer to the reality of the needs of schools and teachers. A formative process closer to the characteristics of inclusive schools, democratic, flexible and innovative.
Description
Dissertação de Mestrado em Supervisão Pedagógica apresentada à Universidade Aberta
Keywords
Supervisão Formação de professores Educadores de infância Educação especial Educação inclusiva Desenvolvimento profissional Avaliação dos professores Estudo de casos Teacher training Pedagogical supervision Professional development Special education Inclusive education
Citation
Castro, Fernanda Maria Rodrigues de Oliveira - Formação e supervisão de educadores de educação especial [Em linha] : um estudo de caso. Lisboa : [s.n.], 2013. 215 p.