Navegando por Autor "DUEK, Viviane Preichardt"

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    Formação continuada de professores para educação inclusiva: uma experiência com casos de ensino
    (2020) DUEK, Viviane Preichardt; DOMINGUES, Isa Mara Colombo Scarlati; MIZUKAMI, Maria da Graça Nicoletti; MARTINS, Lúcia de Araújo Ramos
    O objetivo do artigo é refletir, a partir das narrativas de professoras colaboradoras, sobre o potencial dos casos de ensino para a aprendizagem e o desenvolvimento profissional docente no contexto da educação inclusiva.
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    Inclusão de alunos com necessidades educacionais especiais no ensino regular: ressignificando a formação pessoal e profissional da educadora infantil
    (2005) DUEK, Viviane Preichardt; OLIVEIRA, Valeska Fortes de
    The present article is originated from a monographic study that approaches the personal and professional trajectory of a teacher that works with Children's Education on a public school of Santa Maria, RS. It was chosen the qualitative approach to collect information, using both, oral and written reports, by means of semi-structuralized interviews. Using memory as a source of information, we aim to give "teaching" new meanings and to comprehend the process of personal and professional formation of a children's educator, concerning the paradigm of the inclusion of students with special educational needs on regular classes. Regarding the carried through readings, the first approaches with the history of life of the analyzed teacher show that trajectory of personal life is strongly related to trajectory of professional formation. Concerning the nature of the study, it is inappropriate to generalize the results, believing that the constitution of each person is the result of its experiences and interactions with the environment and other individuals. One perceives thus, that the professors have that to construct themselves daily in a process where the aspects of the personal life cannot be separate from the professional life, therefore the professor is an indivisible being, and this factor is relevant in the planning of teacher's education.
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    Um olhar sobre a deficiência /diferença na escola inclusiva
    (2007) DUEK, Viviane Preichardt
    In this text we approach the way teachers of basic education perceive the presence of students with special educational necessities in regular classes of a public school in Saint Maria, RS, Brazil. The data for this qualitative research were collected by observations and using partly-structuralized interviews. The compiled information shows overlap of meanings and images about the phenomenon of the deficiency in the imaginary of these teachers. As a result, this student is taken whether as unable to learn or as an opportunity of learning and personal growth. The study reveals that the teacher's view over the deficiency or difference needs to receive new meanings, in order to promote the improvement of this students learning and their correct placement within this process.