Avaliação de um processo de formação continuada com uso de casos de ensino: com a voz as professoras do atendimento educacional especializado

Abstract

This work presents an analysis of a process of evaluation of teachers of the Specialized Educational Assistance/AEE of the municipality of Marabá-PA by participating in a training experience with the use of teaching cases developed in the form of a distance improvement course offered through the Virtual Environment of Learning - AVA by the Moodle platform at http://kunlaborado.com.br/portal/. This course was conceived in the context of a broader collaborative research, linked to the Special Education Research Group Contexts of formation, policies and practices of inclusive education and accessibility - CNPq/Unifesspa. The study described here brings as investigative questions: how do the ESA teachers evaluate the formative process of the course that participated with the use of teaching cases as tools of research and continuing education? What contributions can this training process bring to new proposals for teacher education in the area of special education? With the objective of investigating how this course collaborated with the continued formation of the ESA teachers and to analyze the implications of the evaluations made by the participating teachers about this process. This research was developed through the qualitative approach in which a database of a research developed with twelve (12) AEE teachers that worked in multifunctional resource rooms/SMRs in the municipal education system of Marabá-PA was explored. As data source, profile data of the participants were explored, with the results of a questionnaire applied to the characterization of the teachers, collection of data on the publications and the participation of the teachers in the course: ―Cases of Teaching and Pedagogical Practice of the AEE‖ that reveal the productions and reflections taken from the AVA in print screen and that are confronted with data of the questionnaire of evaluation of the course by the teachers. The results showed that there were positive evaluations about the formative process, highlighting its impacts on the professional learning and development of the teachers. The teaching case strategy contributed by raising debates and reflections on and in the daily practices of teachers. And some considerations, the time dedicated to the formative process and mediations of trainers for better collective learning interactions. We concluded that the results of this training process in the form of courses illustrated the potential of the teaching case strategy, as well as the alternatives of interaction and knowledge construction that the AVA gave the participants. The training experience generated a collection of teaching cases that can be explored in methodologies and strategies for initial and continuing teacher training. We hope that with the presentation of the evaluations and weights carried out by the teachers, these provide subsidies to support public policies for continuing education.