SER PROFESSOR NA PERSPECTIVA INCLUSIVA: SABERES, FAZERES E COMPROMISSOS EM UMA TRÍADE FORMATIVA

BE A TEACHER IN AN INCLUSIVE PERSPECTIVE: KNOWLEDGE, PRACTICES AND COMMITMENTS IN A TRAINING TRIAD

Authors

DOI:

https://doi.org/10.21527/2179-1309.2022.116.12701

Keywords:

teaching, inclusive education, knowledge and teaching practices

Abstract

This reflective study was constructed with the aim of problematizing teaching in the context of Brazilian education, dealing specifically with teachers who work in the regular classroom and who are concerned with qualifying their practices and who, at the same time, are seeking possibilities for achieving truly inclusive education. Therefore, we propose to reflect on the knowledge, actions and commitments of teachers who work in an inclusive perspective, bringing to light the importance of teacher training for the discussion. Based on studies by Tardif (2002), López (2016) and Arroyo (2013, 2014), our reflections are based on the concept of inclusive teacher, which is understood by us as the professional who assumes as protagonist of his teaching and learning processes of all its students. In this direction, we structure our reflections from a proposal of a training triad, which presupposes the relationship between knowledge, actions and commitments, interconnected, composing the permanent construction of the inclusive professional. It is argued that each element of the triad is interdependent on the others, just as they all depend on the ongoing training and experience of each teacher, these processes being individual and collective at the same time.

Author Biographies

Cláudia Terra do Nascimento Paz, Instituto Federal de Santa Catarina - Campus Tubarão

Pedagoga, Psicopedagoga, Especialista em Educação Especial, Doutora em Educação, na linha de pesquisa: Psicopedagogia e processos de ensino e aprendizagem, pela UFRGS. Docente efetiva do IFSC, Campus Tubarão.

Tasia Fernanda Wisch, Colégio de Aplicação da UFRGS

Professora de educação especial formada pela Universidade Federal de Santa Maria - UFSM (2008). Especialista em Gestão Educacional (2011), Mestra em Educação - UFSM (2013) e Doutora em Educação - UFSM (2020). Atualmente atua como professora de Educação Especial no Colégio de Aplicação da Universidade Federal do Rio Grande do Sul (CAp/UFRGS). Principais temáticas de pesquisa: Processos Inclusivos, formação de professores, aprendizagem docente e alfabetização.

Published

2022-01-03

How to Cite

Paz, C. T. do N. ., & Wisch, T. F. (2022). SER PROFESSOR NA PERSPECTIVA INCLUSIVA: SABERES, FAZERES E COMPROMISSOS EM UMA TRÍADE FORMATIVA: BE A TEACHER IN AN INCLUSIVE PERSPECTIVE: KNOWLEDGE, PRACTICES AND COMMITMENTS IN A TRAINING TRIAD. Context and Education Journal, 37(116), 9–22. https://doi.org/10.21527/2179-1309.2022.116.12701

Issue

Section

Dossie Práticas educativas e formação docente: metodologias e saberes