Banca de DEFESA: DANIELE FRANCISCO DE ARAUJO

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : DANIELE FRANCISCO DE ARAUJO
DATE: 12/04/2024
TIME: 13:30
LOCAL: IM - online https://us02web.zoom.us/j/81045635176?pwd=NjljM1pqd1lhRlJaQWovVDJza09IZz09
TITLE:

Continuing teacher training in Special Education in the state of Rio de Janeiro

KEY WORDS:

 

 Continuing teacher training. Special education. Inclusive Education. State of Rio de Janeiro

PAGES: 169
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Especial
SUMMARY:

The aim of this thesis is to analyze the continuing training of professionals in the state of Rio de Janeiro based on the Lato Sensu Postgraduate Course in Special Education and Technological Innovation, the result of a public-public partnership between the Extension School of the Federal Rural University of Rio de Janeiro (UFRRJ) and the Rio de Janeiro State Department of Science and Technology (SECTI) and the Rio de Janeiro State Center for Science and Higher Distance Education Foundation (CECIERJ Foundation). It was the first public postgraduate course at specialization level in the state of Rio de Janeiro in these fields of knowledge: Special Education and Technological Innovation. It took place in semi-presential mode, between 2022 and 2023, with a workload of 420 hours and 1484 places filled (UFRRJ, 2023). Continuing training in Special Education like this: public, accessible and long-term is not common in the state, which soon raised questions about its audience: "What is the profile of professionals who work, in general or specifically, with the disabled public in education in the state of Rio de Janeiro?" and "What led these professionals to seek this continuing training?". In an attempt to answer these questions, we sought to analyze the profile of professionals in Special Education in the state of Rio de Janeiro and discuss their motivations for undertaking continuing training in Special Education. his is a documentary study using content analysis (GIL, 2002; BARDIN, 1977), in dialogue with specialized theoretical references in the literature on continuing teacher training for Special Education. The instruments used to produce the data were the registration forms and the post-graduation justification memorials, which presented the professional careers of the 1,484 participants. The results show that 85% were female, aged between 30 and 49, which corroborates the historical feminization of teaching and explains the use of the word "teachers" throughout this text. It was noteworthy that 1140 participants in the specialization are education professionals and of these, 777 currently work as teachers in municipalities in the state of Rio de Janeiro. From this number, 85% have a generalist role in Special Education, while 15% have a specialist role. The main motivation for undertaking the training offered was the need for knowledge about inclusion in order to work with people and students with disabilities. This search for knowledge was linked to the demands and difficulties faced by education education professionals to work with this audience. It was also linked to the opportunity for learning and personal, educational and professional development that such training can offer. Another relevant factor was the expectation, trust and credibility placed in the Lato Sensu Postgraduate Course in Special Needs Education.

COMMITTEE MEMBERS:
Presidente - 1639282 - MARCIA DENISE PLETSCH
Interna - 1544253 - ANELISE MONTEIRO DO NASCIMENTO
Interna - 1717735 - FLÁVIA MILLER NAETHE MOTTA
Externa à Instituição - SINARA POLLOM ZARDO - UnB
Externa à Instituição - Suzanli Estef - UERJ