Teachers training for the human diversity and inclusive education: studying the practice of universities professors

• Grant number: 15/21617-1
• Support Opportunities: Regular Research Grants
• Start date: April 01, 2016
• End date: March 31, 2018
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Fernanda Vilhena Mafra Bazon
• Grantee: Fernanda Vilhena Mafra Bazon
• Host Institution: Centro de Ciências Agrárias (CCA). Universidade Federal de São Carlos (UFSCAR). Araras , SP, Brazil
• Associated researchers: Claudia Gomes ; Daniele Lozano ; ELAINE GOMES MATHEUS FURLAN ; Paulo Cezar de Faria

Abstract

To study the inclusive education requires to discuss the training of teachers and their professors. We have to seek to compreend the practices and meanings of human diversity. The objective of this research is to analize the training and the practices of university teachers respecting the inclusive process. To acomplish this objetive we will analyzed the pedagogical projects of the courses involved, as well as the answers of teachers and students to the questionnaires and semi-structured interviews. We will analyse the data using quantitative and qualitative methodology, aiming to contribute for the understanding of the conditions, practices and meanings of the participants of the research about the inclusion. We believe that the results may subsidize and widen the discussion in the area of teacher training, and also contribute to (re)thinking the practices in the spaces involved. (AU)

Scientific publications

(References retrieved automatically from Web of Science and SciELO through information on FAPESP grants and their corresponding numbers as mentioned in the publications by the authors)

ELAINE GOMES MATHEUS FURLAN; PAULO CÉZAR DE FARIA; DANIELE LOZANO; FERNANDA VILHENA MAFRA BAZON; CLAUDIA GOMES. Inclusão na educação superior: formação e experiência docente. Avaliação: Revista da Avaliação da Educação Superior (Campinas), v. 25, n. 2, p. 416-438, 2020-09-07. (15/21617-1)

FERNANDA VILHENA MAFRA BAZON; ELAINE GOMES MATHEUS FURLAN; PAULO CEZAR DE FARIA; DANIELE LOZANO; CLAUDIA GOMES. Formação de formadores e suas significações para a educação inclusiva. Educ. Pesqui., v. 44, 2018-06-25. (15/21617-1)