A formação docente na racionalidade inclusiva: práticas de governamento dos professores de surdos

• Autor(a) principal: Machado, Fernanda de Camargo
• Data de Publicação: 2009
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• Texto Completo: http://repositorio.ufsm.br/handle/1/6878
• topic: Formação de professores; Educação de surdos; Inclusão; Governamentalidade; Teachers education; Deaf education; Inclusion; Governmentality; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This study has aimed at problematizing the discourses of teacher education in/of diversity policies and their effects on the constitution and governing of teachers of deaf students. A set of analysis tools extracted from Foucauldian Education Studies has been used, mainly those that are close to post-structuralist researches, as well as some contributions of Zigmunt Bauman. The material of analysis has been the policy of education of teachers of deaf students in the inclusion context, particularly Material de Formação Docente do Projeto Educar na Diversidade (BRASIL, 2005), the volume Saberes e Práticas da inclusão desenvolvendo competências para o atendimento às necessidades educacionais de alunos surdos (BRASIL, 2006a), and Educação Infantil: Saberes e Práticas da Inclusão Dificuldades de Comunicação e Sinalização: Surdez (6) (BRASIL, 2006b). By explaining the movement of teacher education in the diversity logic as a teacher governmentality device, this investigation has aimed at contributing to the understanding of how the neoliberal rationality has crossed this project, constituting teachers of deaf students within a technology that operates both the governing of others and self-governing, having tolerance and polyvalence as two of their main articulations. Both the triggering of techniques of prescription and the characterization of deaf students as exotic (activated by the incorporation of polyvalence into expertise in teachers work) have been considered, aligned with practices of teachers sensitization and engagement (invested by the moral regime of tolerance), in a sort of risk prevention policy: the risk of teachers facing deaf students in their classes and not knowing how to act, how to teach them, how to approach them. It has been possible to trace an analogy to Bauman s claims that tourists are post-modernity heroes. Besides, a sort of touristic regime in teachers education for inclusion has been noticed. Being a tourist-teacher, in this sense, is to be errant, mutable, an entrepreneur of their own conduct in trips throughout territories that were previously unknown by the diversity subjects. Hence, this research has aimed at problematizing political maneuvers involved in teachers education for diversity, in the sense of producing and governing teachers of deaf students that are interesting to the neoliberal machine: flexible, polyvalent, committed, self-managed, and tolerant.