Teachers’ knowledge of Specialized Educational Service teachers at the Santa Catarina State University
DOI:
https://doi.org/10.5212/PraxEduc.v.19.19312.043Abstract
This article presents an analysis of the teaching knowledge mobilized by the teachers of the Specialized Educational Service at the Center for Human Sciences and Education of the Santa Catarina State University. The study was carried out through applied, qualitative and descriptive research with bibliographic, documentary and field procedures. The instrumental case study was used as a research technique and, for data analysis, the content analysis technique was used. Based on the research carried out, it was possible to conclude that: (a) training for university teaching demands investment in pedagogical training and, for that, there is a need for teaching sensitivity to acquire new knowledge; (b) there is a need for teachers to acquire specific knowledge of Special Education; and (c) continuing education in service constitutes an important space for reflection and re-signification of the teaching practice in order to favor inclusion.
Keywords: Teaching knowledge. Specialized Educational Service. Higher Education.
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