Graduation courses in special education and emerging contexts
The text addressesHigher Education policies and emerging contexts in undergraduate courses in Special Education. It aims to understand the interrelationship of Higher Education policies with the emerging contexts in the Undergraduate-Full Special Education courses of the Federal University of Santa...
| Autores: | , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | Brasil |
| Institución: | Universidade Estadual de Campinas (UNICAMP) |
| Repositorio: | Revista Internacional de Educação Superior |
| Idioma: | portugués inglés |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8651538 |
| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8651538 |
| Access Level: | acceso abierto |
| Palabra clave: | Emerging contexts College education Special education Public policy Contextos emergentes Educação superior Educação especial Políticas públicas Educación universitaria Educación especial |
| Sumario: | The text addressesHigher Education policies and emerging contexts in undergraduate courses in Special Education. It aims to understand the interrelationship of Higher Education policies with the emerging contexts in the Undergraduate-Full Special Education courses of the Federal University of Santa Maria. It portrays the context of a qualitative research, of the case study type, that counted on the construction of data with the online mixed questionnaire and the documentary analysis. The results point to the configuration and understanding of the emerging contexts in Higher Education and to the recognition of challenges and new ways of being, to be and to organize the institutions of higher education in which it is concluded that the emerging contexts influence the organizational dynamics of the institutions and their courses, as well as in the development of teaching work. |
|---|