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Publication
Educação inclusiva e formação de professores: professores preparados alunos, não segregados
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| 487.33 KB | Adobe PDF |
Authors
Abstract(s)
A educação inclusiva visa garantir a igualdade de oportunidades e a equidade para todos os alunos, independentemente das características e necessidades. Este estudo investiga os desafios e práticas na formação de professores para ambientes inclusivos, analisando políticas, tecnologias assistivas e metodologias de ensino. Através de uma revisão sistemática de literatura, discutimos como a formação inicial e continuada pode ser aprimorada para atender à diversidade educacional. Os resultados indicam que a falta de treinamento prático e suporte institucional limita a eficácia das práticas inclusivas. Recomenda-se a reformulação dos currículos de formação docente, o investimento em tecnologias assistivas e o desenvolvimento de uma cultura escolar inclusiva que valorize a diversidade como recurso pedagógico.
Inclusive education aims to ensure equal learning opportunities for all students, regardless of their characteristics and needs. This study investigates the challenges and practices in training teachers for inclusive environments, focusing on policies, assistive technologies, and teaching methodologies. Through a systematic literature review, we discuss how initial and continuing education can be improved to meet educational diversity. The results indicate that the lack of practical training and institutional support limits the effectiveness of inclusive practices. It is recommended to revise teacher training curricula, invest in assistive technologies, and develop an inclusive school culture that values diversity as a pedagogical resource.
Inclusive education aims to ensure equal learning opportunities for all students, regardless of their characteristics and needs. This study investigates the challenges and practices in training teachers for inclusive environments, focusing on policies, assistive technologies, and teaching methodologies. Through a systematic literature review, we discuss how initial and continuing education can be improved to meet educational diversity. The results indicate that the lack of practical training and institutional support limits the effectiveness of inclusive practices. It is recommended to revise teacher training curricula, invest in assistive technologies, and develop an inclusive school culture that values diversity as a pedagogical resource.
Description
Keywords
Educação Inclusiva Formação de Professores Tecnologias Assistivas Políticas Educacionais Autoeficácia Docente Inclusive Education Teacher Training Assistive Technologies Educational Policies Teacher Self-efficacy