2018
DOI: 10.1590/s1413-65382418000200005
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Abstract: RESUMO: A efetivação do processo de inclusão escolar no Brasil envolve diversas questões referentes ao professor e às práticas pedagógicas. Embora tradicionalmente tenha sido dada mais atenção aos aspectos de formação e de capacitação intelectual, também é necessário compreender como os aspectos emocionais do professor repercutem sobre sua prática em sala de aula. Nesse sentido, este estudo teve o objetivo de realizar uma revisão sistemática nas publicações nacionais indexadas na base SciELO sobre as emoções d… Show more

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Cited by 7 publications
(12 citation statements)
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References 13 publications
(76 reference statements)
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“…Although inclusion has occurred in schools, research has pointed to the superficiality and disarticulation with other curricular elements by which the theme of inclusion has been addressed in the initial educational courses (Avramidis, Bayliss, & Burden, 2000;Pletsch, 2009). An example of this is when Physical Education teachers declared the activation of different emotions linked to pedagogical practice in the school focused on inclusive education due to weaknesses in the initial education process, which did not allow them to develop competences for school inclusion (Falkenbach, Battisteli, Medeiros, & Apellaniz, 2007;Faria & Camargo, 2018).…”
Section: Introductionmentioning
confidence: 99%
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“…Although inclusion has occurred in schools, research has pointed to the superficiality and disarticulation with other curricular elements by which the theme of inclusion has been addressed in the initial educational courses (Avramidis, Bayliss, & Burden, 2000;Pletsch, 2009). An example of this is when Physical Education teachers declared the activation of different emotions linked to pedagogical practice in the school focused on inclusive education due to weaknesses in the initial education process, which did not allow them to develop competences for school inclusion (Falkenbach, Battisteli, Medeiros, & Apellaniz, 2007;Faria & Camargo, 2018).…”
Section: Introductionmentioning
confidence: 99%
“…Despite their positive attitude, the absence of these experiences has led future teachers to become disinterested in inclusive education in regular physical education classes at school (Mauerberg-decastro et al, 2013;Palla & Mauerberg-decastro, 2004). Thus, both the feeling of unpreparedness and the perception of barriers contribute to the activation of negative physiological and affective reactions, such as insecurity, fear, anguish and frustration, when faced with this context in the school (Avramidis et al, 2000;Campos et al, 2015;Faria & Camargo, 2018).…”
Section: Introductionmentioning
confidence: 99%
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“…Historicamente, alunos com Necessidades Educacionais Especiais (NEE) enfrentaram problemas que limitavam sua inserção e aceitação em ambientes de formação na educação formal [1]. Esse modo de pensar vem sendo superado por consequência da necessidade que os alunos têm de ter seu espaço nos ambientes educacionais com respeito às suas necessidades [2].…”
Section: Introductionunclassified
“…Além disso, outro fator importante que nem sempre é considerado na formação dos professores são os aspectos emocionais, tal aspecto é indispensável na formação docente [1], considerando que, a partir dele, o professor pode se sensibilizar com as NEE presentes em sala colaborando para melhorar a relação entre professor e aluno. O objetivo deste trabalho foi conhecer a percepção de professores de uma instituição de nível superior no semiárido paraibano, sobre a educação inclusiva.…”
Section: Introductionunclassified