Autoeficácia docente na educação inclusiva e características do contexto de ensino

Karla Nina; Edson Marcos Leal Soares  Ramos; Luis Ricardo  Ravagnani; Gisele Maria Gomes  Britto; Fernando Augusto Ramos  Pontes; Simone Souza da Costa Silva

doi:10.22235/cp.v16i1.2436

Autores/as

Karla Nina UFPA https://orcid.org/0000-0001-5279-9238
Edson Marcos Leal Soares Ramos Universidade Federal do Pará https://orcid.org/0000-0001-5425-8531
Luis Ricardo Ravagnani Instituto Federal do Pará https://orcid.org/0000-0002-8433-4379
Gisele Maria Gomes Britto Secretaria Estadual de Educação https://orcid.org/0000-0001-9867-1184
Fernando Augusto Ramos Pontes Universidade Federal do Pará https://orcid.org/0000-0001-9569-943X
Simone Souza da Costa Silva Universidade Federal do Pará https://orcid.org/0000-0003-0795-2998

DOI:

https://doi.org/10.22235/cp.v16i1.2436

Palabras clave:

autoeficacia, educación inclusiva, docente

Resumen

El objetivo de este estudio fue describir la asociación de la autoeficacia de los docentes en las prácticas educativas inclusivas con las variables del contexto de enseñanza y las características de los docentes. Participaron 193 docentes de educación básica, 77.72 % mujeres y 22.28 % hombres de escuelas privadas, confesionales y públicas estatales ubicadas en los municipios de Belém y Castanhal, Pará, Brasil. Se aplicaron instrumentos de caracterización y la escala de efectividad de los docentes en prácticas educativas inclusivas. Las técnicas de análisis de datos fueron análisis factorial y análisis de correspondencia. Entre los resultados encontrados, se verificaron asociaciones entre las variables investigadas lo que sugiere que, al juzgar su propia capacidad en prácticas educativas inclusivas, el docente considera algunos factores presentes en el contexto y en su trayectoria docente. Se espera que este estudio pueda contribuir a estimular la formación continua de los docentes en un contexto inclusivo.

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