TEACHING TRAINING AND PEDAGOGICAL PRACTICE IN THE PROCESS OF INCLUSION OF YOUNG STUDENTS WITH DISABILITIES IN HIGHER EDUCATION INSTITUTIONS
DOI:
https://doi.org/10.22481/praxisedu.v16i42.7339Keywords:
Higher Education, Young, Teacher Education, Inclusive Education, Pedagogical PracticesAbstract
This text is the result of a field research that aimed to understand how teacher training and pedagogical practice occurs in the process of inclusion of young students with disabilities in higherThis text is the result of a field research that aimed to understand how teacher training and pedagogical practice occurs in the process of inclusion of young students with disabilities in higher education institutions in the city of Barreiras-BA. The methodological approach is qualitative and the study is of a descriptive-exploratory nature, of the Case Study type. Information was collected through semi-structured interviews with teachers and students; subsequently, content analysis based on Bardin (2011) was carried out. The trajectory of this study was based on the theorists, Loss (2018), (2007), Moreira (2014), Rocha and Miranda (2009), Doctor (2016), Anastasiou and Pimenta (2014), among others. With this analysis it was possible to verify that the teachers' lack of knowledge about the concept of educational inclusion is due to their formative path and that this interferes in the ways of inclusive pedagogical practice, which is mentioned by young students. In the same way, the study points out that teachers attribute possibilities so that their experiences are able to raise new perspectives about a transforming action, of the personal and social potential of students with disabilities.
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