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Title: Formação continuada de gestores públicos de educação especial: constituindo caminhos
Authors: Nogueira, Juliana de Oliveira
Keywords: Educação especial;Formação continuada de gestores públicos de Educação Especial;Special education;Continuing Education Course for Public Managers in Special Education
Issue Date: 28-Sep-2012
Publisher: Universidade Federal do Espírito Santo
Citation: NOGUEIRA, Juliana de Oliveira. Formação continuada de gestores públicos de educação especial: constituindo caminhos. 2012. 193 f. Dissertação (Mestrado em Educação) - Universidade Federal do Espírito Santo, Vitória, 2012.
Abstract: This study aims at investigating the processes of conception, systematization, planning and materialization of the Continuing Education Course for Public Managers in Special Education offered by the Education Secretariat of the State of Espírito Santo (SEDU) and the Federal University of Espírito Santo (UFES), Brazil. The action research study comprised professionals from 78 municipalities in the State of Espírito Santo, Brazil. All of those worked in Special Education coordination in the Municipal Education Secretariat and State Education Superintendence spheres. Students were organized into two groups (Group 1 and 2). This master s program study focused on Group 2, made up of Municipalities in the Metropolitan and Northwest areas in the State. Group 2 was comprised of 58 education professionals. The investigation process took the collaborative critical action research perspective as a methodological basis that favored constituting three instances to support the discussion about the data gathered from the Continuing Education Course for Public Managers in Special Education The first one concerns actions towards the course curriculum composition; the second, meetings to apply the curriculum proposed; the third one, carrying out out-of-classroom activities involving theoretical studies, planning and developing intervention projects for the municipal settings in which these managers worked. As epistemological support, we relied on theories by Freire, Nóvoa, Zeichner, Tardif and Lesseard. The data was gathered between March and November 2001, when the formative dynamics was unfolded. The data collection instruments adopted were transcriptions of meeting with students, reports, articles produced by the systematizing group, and questionnaires administered to students. The results of this study highlight some main points: the importance of investing in the education of professionals in Special Education managerial positions; the potential of theoretical-practical knowledge about special education to implementation of inclusive public policy; and the possibility of constituting educational proposes that take practical challenges as triggering elements to other movements
Appears in Collections:PPGE - Dissertações de mestrado

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