Segundo Phillippe Perenoud, quando há a inserção de alunos com transtorno do espectro Autista (TEA)
The performance of the teacher in the classroom is increasingly being asked for new strategies due to the demand for work, in the course of the different educational proposals permeated by its historical context. The school is alive, having different goals and at the same time being the product of e...
| Autor principal: | Cocolichio, Levi |
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| Formato: | Trabalho de Conclusão de Curso (Graduação) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2020
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/22069 |
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| Resumo: |
The performance of the teacher in the classroom is increasingly being asked for new strategies due to the demand for work, in the course of the different educational proposals permeated by its historical context. The school is alive, having different goals and at the same time being the product of educational philosophies. Currently the inclusion of an earlier public in marginality, the special student among them the one of TEA, generates a new positioning before the learning teaching. Needing a differentiated (appropriate) posture among target audiences. Thus, it is questioned if the competences listed to the professional based on the theory of competences of Philippe Perenoud, really produces a teacher able to offer the product (teaching), with quality? Is the science teacher fit this new profile? This paper aims to answer which competences the teacher presents compared to Phillipe Perenoud theory, and the pedagogical theoretical base that he supports when working for the new public. |
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