RESUMO: com os recentes avanços legislativos no sentido da massificação da inclusão de alunos com necessidades educacionais especiais nas escolas regulares, emergem discussões sobre as mudanças requeridas na formação de docentes para o atendimento ABSTRACT: As public policies advance in the direction of mass producing inclusion of special educational needs students in regular schools, discussions have emerged about changes that are required in teacher preparation to meet this new demand. The aim of this study was to discuss Brazilian and Italian models of teacher preparation for those working in special education. To this end, we conducted a documentary study, analyzing legal texts related to the topic from both countries. Italy was the first country in Europe to promote the end of special schools and the inclusion of all students with disabilities in regular schools. Furthermore, in this country there are clear government guidelines regarding teacher preparation to work with students with special educational needs. On the other hand in Brazil, despite the great advances regarding public policies that support teacher preparation, specific parameters on the minimum content necessary for providing teachers with the subsidies they need to promote quality inclusion are still lacking. desta nova demanda. O objetivo deste estudo foi discutir os modelos brasileiro e italiano de formação de professores para atuar na educação especial. Para tanto, foi realizada uma pesquisa documental, analisando textos legais de ambos os países que versassem sobre o tema. A Itália foi o primeiro país na Europa a promover o fim das escolas especiais e a inclusão de todos os alunos com deficiência nas escolas regulares. Ainda neste país, nota-se que as diretrizes governamentais são claras com relação à capacitação de professores para atuar com alunos com necessidades educacionais especiais. Por outro lado no Brasil, embora tenham ocorrido grandes avanços no que se refere à legislação que sustenta a formação docente, ainda existe uma carência de parâmetros mais específicos sobre os conteúdos mínimos necessários para que os professores tenham maiores subsídios para promover a inclusão com qualidade. ABSTRACT: As public policies advance in the direction of mass producing inclusion of special educational needs students in regular schools, discussions have emerged about changes that are required in teacher preparation to meet this new demand. The aim of this study was to discuss Brazilian and Italian models of teacher preparation for those working in special education. To this end, we conducted a documentary study, analyzing legal texts related to the topic from both countries. Italy was the first country in Europe to promote the end of special schools and the inclusion of all students with disabilities in regular schools. Furthermore, in this country there are clear government guidelines regarding teacher preparation to work with students with special educational needs. On the other hand in Brazil, despite the great advances regarding public policies that support teacher preparation, specific parameters on the minimum content necessary for providing teachers with the subsidies they need to promote quality inclusion are still lacking.
Formação de Professores para a Educação Especial: uma Discussão Sobre os Modelos Brasileiro e Italiano
Erica GOBBI;
2013
Abstract
RESUMO: com os recentes avanços legislativos no sentido da massificação da inclusão de alunos com necessidades educacionais especiais nas escolas regulares, emergem discussões sobre as mudanças requeridas na formação de docentes para o atendimento ABSTRACT: As public policies advance in the direction of mass producing inclusion of special educational needs students in regular schools, discussions have emerged about changes that are required in teacher preparation to meet this new demand. The aim of this study was to discuss Brazilian and Italian models of teacher preparation for those working in special education. To this end, we conducted a documentary study, analyzing legal texts related to the topic from both countries. Italy was the first country in Europe to promote the end of special schools and the inclusion of all students with disabilities in regular schools. Furthermore, in this country there are clear government guidelines regarding teacher preparation to work with students with special educational needs. On the other hand in Brazil, despite the great advances regarding public policies that support teacher preparation, specific parameters on the minimum content necessary for providing teachers with the subsidies they need to promote quality inclusion are still lacking. desta nova demanda. O objetivo deste estudo foi discutir os modelos brasileiro e italiano de formação de professores para atuar na educação especial. Para tanto, foi realizada uma pesquisa documental, analisando textos legais de ambos os países que versassem sobre o tema. A Itália foi o primeiro país na Europa a promover o fim das escolas especiais e a inclusão de todos os alunos com deficiência nas escolas regulares. Ainda neste país, nota-se que as diretrizes governamentais são claras com relação à capacitação de professores para atuar com alunos com necessidades educacionais especiais. Por outro lado no Brasil, embora tenham ocorrido grandes avanços no que se refere à legislação que sustenta a formação docente, ainda existe uma carência de parâmetros mais específicos sobre os conteúdos mínimos necessários para que os professores tenham maiores subsídios para promover a inclusão com qualidade. ABSTRACT: As public policies advance in the direction of mass producing inclusion of special educational needs students in regular schools, discussions have emerged about changes that are required in teacher preparation to meet this new demand. The aim of this study was to discuss Brazilian and Italian models of teacher preparation for those working in special education. To this end, we conducted a documentary study, analyzing legal texts related to the topic from both countries. Italy was the first country in Europe to promote the end of special schools and the inclusion of all students with disabilities in regular schools. Furthermore, in this country there are clear government guidelines regarding teacher preparation to work with students with special educational needs. On the other hand in Brazil, despite the great advances regarding public policies that support teacher preparation, specific parameters on the minimum content necessary for providing teachers with the subsidies they need to promote quality inclusion are still lacking.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
