Educação inclusiva na formação de educadores : uma experiência na licenciatura em educação do campo da Universidade de Brasília

Dissertação (mestrado)—Universidade de Brasília, Instituto de Psicologia, Programa de Pós-Graduação em Processos de Desenvolvimento Humano e Saúde, 2014.Nesta pesquisa de mestrado, pretendi construir uma proposta teórico-prática para uma formação de professores na perspectiva de uma Educação do Campo inclusiva. Realizei uma pesquisa-intervenção com estudantes do curso de Licenciatura em Educação do Campo da Universidade de Brasília, por meio da promoção de um espaço/tempo de reflexão, visando à construção conjunta de possibilidades para uma Educação do Campo inclusiva em suas comunidades. Como a Educação do Campo trabalha em uma perspectiva de transformação de práticas pedagógicas e da sociedade, considero que tal contexto seja bastante propício para que se pense uma educação que seja inclusiva para todos os seus educandos. A perspectiva que utilizei para promover o espaço de reflexão foi constituída pelas concepções de mudança e transformação de Paulo Freire e da Educação do Campo e pela filosofia de Deleuze, Guattari e Foucault, que tem por foco o processo de mudanças e de subjetivação dos sujeitos envolvidos. Compreendo que esta perspectiva permite uma compreensão que contempla as especificidades da Educação do Campo, seus participantes e uma nova postura para a Educação Inclusiva nestes espaços. O processo vivido por mim e pelos demais participantes durante as reflexões foi analisado em relação a seu formato e suas produções. A proposta de um trabalho reflexivo se mostrou uma abordagem interessante para ser conduzida na formação de professores sobre a temática da Educação Inclusiva. Percebi uma transformação em concepções dos participantes e a construção de possibilidades para o pensamento e a prática inclusiva nos contextos específicos aos quais os participantes pertencem. _______________________________________________________________________________________ ABSTRACTIn this masters research I have aimed to develop a theoretical and practical idea for a teacher education in the perspective of an Inclusive Countryside Education. I have conducted an intervention research with students of the University of Brasilia Undergraduate Course about teaching in Countryside Education. The purpose of this research was the joint construction of possibilities for an Inclusive Countryside Education in their communities by promoting opportunities for reflection. As Countryside Education has the perspective of education practices and society transformation, I consider that it is a favorable context thinking about an education which is inclusive for all students. The perspective that I have used to promote the reflection opportunities was constituted by the change and transformation concepts of Paulo Freire and the Countryside Education as well as the philosophy of Deleuze Guattari and Foucault, that focuses on the transformation processes and subjectification of the subjects involved. I perceive that this perspective grants an understanding that comprehend the specificities of Countryside Education, its subjects and a new attitude for Inclusive Education at rural context. The process experienced by me and by the other participants of the research during the reflections was analyzed regarding its approach and productions. The idea of a teacher education based on reflection showed to be an interesting approach to be used when the Inclusive Education theme is being taught in teacher education. I recognize a transformation in the participants conceptions and a construction of possibilities for inclusive thinking and practices in the specific contexts from where the participants belong

Reflective Portfolios as decolonial pedagogical practices

Pre-service teachers learn educational practices and teaching postures not only from the courses content but also by their teachers’ approaches. Learning assessments can be used as an exercise of power that perpetuates an established colonial paradigm. Conversely, Reflective Portfolios can be conceived as an opportunity for new arising knowledge and practices. In this paper we connect teaching experiences using Reflective Portfolios with scientific literature inserting them into the context of the decolonial studies. When pre-service teachers perceive themselves as epistemological beings, they understand that knowledge derives from different sources. Consequently, they have new possibilities of pedagogical postures and practices in their future profession. Furthermore, reflective portfolio assessments grant the opportunity for university teachers to rethink practices and postures that might endorse educational power structures, to find out more about their students, and to provide formative opportunitie

Collective construction of rural inclusive education : reflections on an experience in teacher education

A educação do campo é resultado de um processo de transformação de valores e práticas na sociedade civil na forma de política do movimento social do campo. Neste artigo, exploramos a proposta de uma educação do campo inclusiva através de uma pesquisa realizada em um curso de formação de professores sobre o tema. A educação do campo se apresenta como um espaço aberto para trabalhar ideias sobre educação inclusiva, uma vez que pauta suas práticas em uma educação que saia dos moldes tradicionais e que valorize os sujeitos envolvidos. O trabalho de formação de professores realizado foi pautado em práticas reflexivas sobre o tema, em quatro encontros para uma pesquisa de mestrado de uma das autoras. Para este artigo, optamos por analisar as discussões e falas que emergiram durante o segundo encontro, uma vez que este foi o início do processo de construção de um espaço reflexivo aberto a possibilidades. A reflexão de futuros educadores sobre as questões com as quais irão lidar em sala de aula apareceu como um ponto bastante interessante para que seja realizada uma construção coletiva em cursos de licenciatura em educação do campo e se elabore uma possibilidade real e contextualizada de uma educação do campo inclusiva.Rural education is the result of the transformation of values and practices in civil society presented as a policy of the rural social movement. In this paper, we explore the proposal of inclusive rural education based on a study conducted in a teacher education course on that topic. Rural education is an open space to work on inclusive education ideas, since its practices are guided by a non-traditional model of education that values the subjects involved in the process. This teacher education work was guided by reflection on the topic in four meetings conducted for the Master’s research of one of the authors. In this article, we analyze the discussions and discourses of the second meeting, since it was the beginning of the construction of a reflective space open to possibilities. The reflection of future educators on issues that they will deal with in classroom appeared as a very interesting point for collective construction in undergraduate courses in rural education and for a real and contextualized possibility of inclusive rural education

Final assessment in teacher education: innovations for better learning experiences

Learning assessment is an essential part of the educational process, and it is even more important when dealing with Teacher Education courses. Assessment procedures will be present throughout the future teaching career of students and, moreover, can be understood as another opportunity for knowledge construction, either in the preparation for exams or as practical experience. The educational practices of Teacher Education courses need to be in constant innovation to ensure that the educational quality extends to the schools. The present article brings the first findings of an Action Research in Education that aims to promote improvements in the final evaluation of a Pedagogy course. The text is structured in a reflexive-propositional dialogue of students and examiners' speeches with the scientific literature about the theme. In this first phase of the qualitative research, semi structured interviews were carried out with eight Pedagogy students and five examiners in the same course. The results identified two main issues: psychological suffering of students and lack of information about the final assessment. From that, changes in the assessment process of the course were put into practice to follow up the action research that, currently, is in the second moment of evaluation with students who are going through the final assessment with new practices

A Student-Centred Experience at a Brazilian Summer Course for Student Teachers

Background: This paper refers to an empirical study held at an undergraduate summer course for student teachers at a public Brazilian University, aiming to promote teaching and learning processes based on a student-centred approach. Methods: The study was set up as a Pedagogical Action Research. The classes were initially planned based on interviews with teachers and students from the regular previous term and on open-answers questionnaires filled in by students enrolled at the summer course. At the end of the summer course, a new open-answer questionnaire was filled in by the students. Results: It was possible to perceive a positive change on students’ postures, engagement and learning, and will become teachers. Conclusions: The findings indicate that student-centred practices are an interesting pedagogical approach for Teacher Education. Besides going further with the Pedagogical Action Research it is perceived the need to make similar studies at different Brazilian Higher Education settings.Peer reviewe

Formação de educadoras(es): diálogos possíveis entre Brasil e Finlândia

Este trabalho busca contribuir para a área da formação de educadoras e educadores a partir de experiências docentes e de pesquisa na Universidade de Brasília (UnB) e na Universidade de Helsinki. Por meio destes variados contextos educacionais, foi possível identificar caminhos que vêm sendo trilhados para a formação de professores em relação às práticas didático-pedagógicas e reflexivas realizadas. Utilizando-nos de registros escritos reflexivos e entrevistas, ponderamos sobre as possibilidades de práticas e posturas didático-pedagógicas na formação de educadoras/es. Nesta esteira de possibilidades, dialogamos com espaços tradicionais da formação de professores e como a relação entre estudos teóricos e suas possibilidades de aplicação prática estão presentes. Discutimos sobre a importância da inserção de diferentes espaços de vivência dos conteúdos trabalhados, para além dos Estágios Supervisionados. Por meio de diálogos teóricos entre autores do campo da Pedagogia com o paradigma da Educação Centrada em Estudantes foi identificada, como parte dos resultados, a importância de um espaço de reflexão acerca dos processos de construção de conhecimentos, tanto enquanto estudantes quando enquanto futuros educadores e facilitadores de aprendizagem.

Young people's understanding of European values: enhancing abilities, supporting participation and voice

This report is prepared as part of the Jean Monnet Network on Citizenship Education in the Context of European Values. It investigates: the knowledge of young people in European countries about civil society, its principles, citizenship, European values and the European Union; and the citizenship experiences and young people’s attitudes to European values and institutions, their willingness to participate in societal life and spread democratic ideas, Europeanism and global responsibility. Understanding values has always been important. In a time when we are exposed to so many different explanations and commentaries, when social media allow and almost require instantaneous responses, that seem to have to be short, pithy, emphatic. Opinions appear as sharper, less nuanced, insistent. Conspiracy theories can become magnified, imperative and divisive. Young people in particular need to develop the resilience to resist the subversion of values, and have, in some senses, fewer resources and experiences to do so. Yet many of them can do this, and can display depths of understanding and tolerances of diversity. Presentation of the analysis: A: The demographic characteristics of the survey population. This gives a short description of the data set: the countries surveyed, the distribution of ages and gender, the population of the locations, and parental occupations B: A pattern of rights. This section provides an overview of how young people referred to values across Europe as a whole. The intensity of discussions is analysed, and the number of overall individual references are given, contrasting these with the number of individual young people who made multiple references to the same value. C The European values in depth. The first level of detailed analysis is of the value. Each is introduced in turn, and for each there is • an overview of the value in the current European context: its source in the Convention and the Charter, and its development and contemporary meaning; • an analysis of how young people discussed the value – • differences in different Regions of Europe, and • differences in the characteristic descriptions, by timing, location, and type of othering (described in statistics and by illustrative quotations of remarks by young people) • a discussion of the implications of this for pedagogic practice about furthering the understanding of the specific value. D An analysis of regional and other factors. E Teaching issues. We draw together the implications of the analysis for educating young people about understanding these values F Conclusions and recommendations. We conclude by summarising our principal conclusions, and making recommendations at teacher/lecturer, school/college, state and European level