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

Authors

Karla Nina Instituto Federal do Pará 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

Keywords:

self-efficacy, school inclusion, teacher

Abstract

The objective of this study was to describe the association of teachers' self-efficacy in inclusive educational practices with variables of the teaching context and teachers' characteristics. There were 193 teachers in basic education, 77.72 % female and 22.28 % male from private, confessional and public state schools located in the municipalities of Belém and Castanhal, Pará, Brazil. The instruments of characterization and the scale of effectiveness of teachers in inclusive educational practices were applied. The data analysis techniques were factorial analysis and correspondence analysis. Among the results found, associations between the investigated variables were verified, which suggests that when judging one's own capacity in inclusive educational practices, the teacher considers some factors present in the context and in his or her teaching path. It is hoped that this study can contribute to the stimulation of continued teacher education in the inclusive context.

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