Normal Schools and teacher training from Education for children with disabilities
This article discusses issues related to the training of teachers in the field of Brazilian special education. For this purpose, it takes data from the colonial period, from the early years of the Republic until today, when teacher training grants the challenge of specifying an education expected fo...
- Autores:
- Tipo de recurso:
- Fecha de publicación:
- 2015
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/14742
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/3807
https://repositorio.uptc.edu.co/handle/001/14742
- Palabra clave:
- Journal History of Latin American education
teacher training
special education
disability
school inclusion.
Social Sciences
Revista Historia de la Educación latínoamericana
Formación de profesores
educación especializada
deficiencia
inclusión escolar.
Ciencias Sociales
- Rights
- License
- Copyright (c) 2015 Journal History of Latin American Education
| Summary: | This article discusses issues related to the training of teachers in the field of Brazilian special education. For this purpose, it takes data from the colonial period, from the early years of the Republic until today, when teacher training grants the challenge of specifying an education expected for everyone.To this end, the article explores, through bibliographic research, historical items related to teacher training in Brazil and its articulation with the education of students who have physical, motor, sensory, mental and/or cognitive characteristics. For the preparation of this paper, it is defended the hypothesis consisting of the establishment of educational institutions aimed to this public and the subsequent emergence of integration prospects and school inclusion led to the delineation of specific demands for the processes of initial teacher training, which are modified to the extent that changes occur in the orientation of educational policy. Finally, it briefly presents empirical research data on the theme of deficiency in the curricula of undergraduate courses at a public university located in the state of Minas Gerais. From the points discussed, it is intended to highlight the challenges in the training of teachers in an inclusive context and the need to structure formation processes that effectively articulate theory and practice. |
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