A formação continuada docente para inclusão de estudantes com deficiência no Instituto Federal da Bahia

Abstract

This research was based on the following issue: how to encourage continuing education for IFBA professors to work from an inclusive perspective? In this sense, this study aimed to analyze the possibilities for organizing a continuing education proposal for professors at the Federal Institute of Education, Science and Technology of Bahia (IFBA), to work from an inclusive perspective. The theoretical background of this study was based on authors, such as Almeida (2017), Capellini & Rodrigues (2020), Debesse (1982), Galvão Filho (2009), Glat, Pletsch & Fontes (2007), Mantoan (2003; 2020), Miranda (2015), Nóvoa, 2019, Pimentel and Nascimento (2016) among others. The research adopted a qualitative approach, using a literature review, documentary research and the application of a questionnaire among professors from the Federal Institute of Education, Science and Technology of Bahia (IFBA), at Feira de Santana campus. Twenty professors, from this institution, took part in this study. Data analysis was guided by content analysis and statistical treatment of the informations gathered through the questionnaire. The results indicated that the majority of professors' training needs about inclusion are due to gaps in their initial studies, as well as, a lack of continuing education opportunities on the topic. Data also pointed to a greater acceptance of continuing education courses in the online/Distance Education modality, as well as indicating that the demand for training is closely related to the challenges faced by these professors in their classrooms. Thus, professor self-training was revealed in this research as a possibility to ensure the continuity of the professional development process, positioning this professor as a protagonist of their own learning. Based on the research data, educational resources resulting from this investigation were developed: the website called “FORMA” and the e-book entitled “Training at Hands: The Educational Resource as a Promoter of Professor Self-Training in a Federal Institute at the Princesa do Sertão (Princess of the Backlands)”. These resources are designed to support professors in their continuing education through self-training. The website was evaluated by IFBA professors as na important tool for continuing education. The study concludes that self-training, supported by technological resources, is a powerful possibility for strengthening the professor training policy at IFBA, increasing professors' autonomy in the development of more inclusive teaching practices. Therefore, this reiterates the importance of institutional actions that integrate self-training strategies, collaborative training and an ethical commitment to diversity in school environment. The research points out that strengthening continuing education is essential to promoting the permanence and success of students with disabilities in professional and technological education.