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...

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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
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Copyright (c) 2015 Journal History of Latin American Education
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dc.title.en-US.fl_str_mv Normal Schools and teacher training from Education for children with disabilities
dc.title.es-ES.fl_str_mv Escuelas Normales y formación de educadores desde una Educación para niños con discapacidad
title Normal Schools and teacher training from Education for children with disabilities
spellingShingle Normal Schools and teacher training from Education for children with disabilities
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
title_short Normal Schools and teacher training from Education for children with disabilities
title_full Normal Schools and teacher training from Education for children with disabilities
title_fullStr Normal Schools and teacher training from Education for children with disabilities
title_full_unstemmed Normal Schools and teacher training from Education for children with disabilities
title_sort Normal Schools and teacher training from Education for children with disabilities
dc.subject.en-US.fl_str_mv Journal History of Latin American education
teacher training
special education
disability
school inclusion.
Social Sciences
topic 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
dc.subject.es-ES.fl_str_mv Revista Historia de la Educación latínoamericana
Formación de profesores
educación especializada
deficiencia
inclusión escolar.
Ciencias Sociales
description 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.
publishDate 2015
dc.date.accessioned.none.fl_str_mv 2024-07-05T19:14:39Z
dc.date.available.none.fl_str_mv 2024-07-05T19:14:39Z
dc.date.none.fl_str_mv 2015-07-07
dc.type.none.fl_str_mv info:eu-repo/semantics/article
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_2df8fbb1
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dc.type.coarversion.spa.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a94
status_str publishedVersion
dc.identifier.none.fl_str_mv https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/3807
10.19053/01227238.3807
dc.identifier.uri.none.fl_str_mv https://repositorio.uptc.edu.co/handle/001/14742
url https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/3807
https://repositorio.uptc.edu.co/handle/001/14742
identifier_str_mv 10.19053/01227238.3807
dc.language.none.fl_str_mv spa
dc.language.iso.spa.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/3807/3358
https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/3807/6792
dc.rights.en-US.fl_str_mv Copyright (c) 2015 Journal History of Latin American Education
dc.rights.coar.fl_str_mv http://purl.org/coar/access_right/c_abf2
dc.rights.uri.spa.fl_str_mv https://creativecommons.org/licenses/by-nc-nd/4.0/
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rights_invalid_str_mv Copyright (c) 2015 Journal History of Latin American Education
https://creativecommons.org/licenses/by-nc-nd/4.0/
http://purl.org/coar/access_right/c_abf11
http://purl.org/coar/access_right/c_abf2
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.en-US.fl_str_mv Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia
dc.source.en-US.fl_str_mv Revista Historia de la Educación Latinoamericana; Vol. 17 No. 25 (2015): Carlos González Orellana; 35-50
dc.source.es-ES.fl_str_mv Revista Historia de la Educación Latinoamericana; Vol. 17 Núm. 25 (2015): Carlos González Orellana; 35-50
dc.source.none.fl_str_mv 2256-5248
0122-7238
institution Universidad Pedagógica y Tecnológica de Colombia
repository.name.fl_str_mv Repositorio Institucional UPTC
repository.mail.fl_str_mv repositorio.uptc@uptc.edu.co
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spelling 2015-07-072024-07-05T19:14:39Z2024-07-05T19:14:39Zhttps://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/380710.19053/01227238.3807https://repositorio.uptc.edu.co/handle/001/14742This 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.Este artículo discute temas relacionados a la formación de profesores en el ámbito de la educación especializada brasilera. Para ello, retoma datos del periodo colonial de los primeros años de la República hasta los días actuales, cuando la formación de profesores concede el desafío de hacer concreta una educación que se espera para todos. Con esta finalidad, el artículo explora, por medio de una investigación bibliográfica, elementos históricos relacionados a la formación de profesores en Brasil y su articulación con la educación de alumnos que presentan particularidades físicas, motoras, sensoriales, psíquicas y/o cognitivas. Para la elaboración de este trabajo, se defiende la hipótesis de que la constitución de instituciones educativas destinadas a este público y la emergencia posterior de las perspectivas de integración e inclusión escolar, condujeron al delineamiento de demandas específicas para los procesos de  formación inicial de profesores, que se modifican en la medida en que suceden cambios en la orientación de la política educacional. Por último, se presentan brevemente, datos de una investigación empírica sobre la presencia de la temática de la deficiencia en los currículos de los cursos de licenciatura de una universidad pública, situada en el estado de Minas Gerais. A partir de los puntos tratados, se buscan destacar los desafíos presentes en la formación de profesores en un contexto inclusivo y la necesidad de estructurar procesos de formación que articulen efectivamente teoría y práctica.application/pdfapplication/pdfspaspaSociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/3807/3358https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/3807/6792Copyright (c) 2015 Journal History of Latin American Educationhttps://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf11http://purl.org/coar/access_right/c_abf2Revista Historia de la Educación Latinoamericana; Vol. 17 No. 25 (2015): Carlos González Orellana; 35-50Revista Historia de la Educación Latinoamericana; Vol. 17 Núm. 25 (2015): Carlos González Orellana; 35-502256-52480122-7238Journal History of Latin American educationteacher trainingspecial educationdisabilityschool inclusion.Social SciencesRevista Historia de la Educación latínoamericanaFormación de profesoreseducación especializadadeficienciainclusión escolar.Ciencias SocialesNormal Schools and teacher training from Education for children with disabilitiesEscuelas Normales y formación de educadores desde una Educación para niños con discapacidadinfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a94http://purl.org/coar/version/c_970fb48d4fbd8a85Farid Rahme, Mônica María001/14742oai:repositorio.uptc.edu.co:001/147422025-07-18 12:00:02.875https://creativecommons.org/licenses/by-nc-nd/4.0/metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co