文章基本信息

标题：PROCESSOS FORMATIVOS A PARTIR DE PRÁTICAS INCLUSIVAS NA EDUCAÇÃO BÁSICA
本地全文：下载
作者：Gilberto Ferreira da Silva ; Marta Nörnberg ; Suzana Moreira Pacheco 等
期刊名称：Revista Inter Ação
印刷版ISSN：1981-8416
出版年度：2012
卷号：37
期号：1
页码：91-112
DOI：10.5216/ia.v37i1.18872
语种：Portuguese
出版社：Faculdade de Educação da UFG
摘要：This article is the result of a research experience, of a collaborative nature, carried out with a group of teachers from four schools in Porto Alegre’s municipal school network. The genesis of the research process established between the University and the School and the progress of formation meetings and collaborative writing are analyzed. From the theoretical-methodological contributions of action research, a process of ongoing education and collaborative writing is systematized and evaluated. Out of an analysis of the written records of teachers, three aspects can be highlighted, which have the innovative character of the ways of thinking and teaching in basic education: a) the practice of inclusion from the everyday experience of shared teaching; b) formation of teachers from the perspective of research and written authorship; and, c) the understanding of Shared Teaching and collective work in the school as indicators of educational innovation. Finally, it is argued that the movement of ongoing formation, when conducted in a network, leads to improvements in teaching practice and in the qualification of procedures for educational inclusion.
其他摘要：This article is the result of a research experience, of a collaborative nature, carried out with a group of teachers from four schools in Porto Alegre’s municipal school network. The genesis of the research process established between the University and the School and the progress of formation meetings and collaborative writing are analyzed. From the theoretical-methodological contributions of action research, a process of ongoing education and collaborative writing is systematized and evaluated. Out of an analysis of the written records of teachers, three aspects can be highlighted, which have the innovative character of the ways of thinking and teaching in basic education: a) the practice of inclusion from the everyday experience of shared teaching; b) formation of teachers from the perspective of research and written authorship; and, c) the understanding of Shared Teaching and collective work in the school as indicators of educational innovation. Finally, it is argued that the movement of ongoing formation, when conducted in a network, leads to improvements in teaching practice and in the qualification of procedures for educational inclusion.