ANALYSIS OF A CONTINUING TRAINING IN MATHEMATICS FOR SEA TEACHERS IN JI-PARANÁ (RO)
This research aimed to analyze the educational contributions produced in a continuing training in mathematics for Specialized Educational Assistance (SEA) teachers in Ji-Paraná (RO). This is an interventional investigation, with a qualitative approach, developed between September and October 2021, g...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Federal de Mato Grosso (UFMT) |
| Repositorio: | Revista Reamec |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicoscientificos.ufmt.br:article/15147 |
| Acceso en línea: | https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/15147 |
| Access Level: | acceso abierto |
| Palabra clave: | AEE Deficiência intelectual Formação continuada Educação matemática Discapacidad intelectual Formación Continua Educación Matemática Intellectual disability Continuing training Mathematics education |
| Sumario: | This research aimed to analyze the educational contributions produced in a continuing training in mathematics for Specialized Educational Assistance (SEA) teachers in Ji-Paraná (RO). This is an interventional investigation, with a qualitative approach, developed between September and October 2021, guided by the following question: What are the continuing education educational contributions for AEE teachers, who support the regular education teacher for the development of thinking, mathematical skills and interpretive ability of students with Intellectual Disability (ID)? The investigative/formative process took place in three stages - diagnostic, interventional and evaluative -, with four AEE teachers participation. As instruments for data production/collection, there were used: questionnaires, semi-structured and collective interviews and participant observation. The data were analyzed and intertwined with national and international regulations and legislation and authors who deal with inclusive education and mathematics education in the ID students teaching and learning processes. The analysis evidenced that the developed continuing training met the initial objectives proposed in the diagnostic stage. The participating teachers were actively involved and cooperated in the training, showing that the experienced activities in the intervention contributed to a new pedagogical thinking, in order to promote mathematics teaching for disabled students, especially the ID ones. |
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