Curso de formação docente para a educação on-line da Secretaria Geral de Educação a Distância : saberes sobre a deficiência visual
Resumen
The teacher is always in a process of learning. It’s not possible to delimit the
beginning or the end of his/her education. Thus, training processes subsequent to the
initial education are essential so that the teacher (from childhood education to higher
education) can be involved in a network of new knowledge. Through personal
experiences, we realized the importance of the process of accessible materials’
adaptation, in other words, we were involved with the accessibility area in Education,
specifically in Distance Education. Therefore, this work was developed based on three
axes: teacher Education, Accessibility and Distance Education. The methodology we
had chosen for this research is the qualitative case study; so, we chose to apply a
questionnaire in the Formação Docente para Educação On-line course from
Universidade Federal de São Carlos Distance Education Secretary (SEaD-UFSCar)
with the purpose to investigate how the knowledge about accessibility is constructed
in a Continued Teacher Education course. Furthermore, 1) to know the profile of the
teachers who attended the course; 2) to evaluate how was the teachers’ participation
in the module related to accessibility in the Formação Docente para Educação Online
course (SEaD-UFSCar); 3) to point out which initial knowledge the teachers need
to have in order to work in the inclusion of visually impaired students in Distance
Learning courses; 4) to contribute to the next editions of the Teacher Training Course.
As a result, we identified some predominant issues concerning teacher education
focused on the teaching of visually impaired individuals in Distance Education: 1) we
have observed the importance of Continued Education courses which deal with the
inclusion of people with disability; 2) we have identified the necessity of having
public policies which stimulate and ensure that people with disabilities have access to
Education; and 3) through the course we have analyzed, we could verify a lack related
to the accessibility area in the schedules of initial education and post-graduate
courses, which shows that many times these deficits reflect in the teaching-learning
process of visually impaired people. Therefore, it emphasizes the necessity of
continued education courses that cover the topic; 4) Finally, we have detected the lack
of researches that investigate the topics discussed here, which reinforces the exclusion
of the theme and, consequently, the visually impaired people exclusion.