Teachers of Special Education: the relations with the difference concerned
Autor(a) principal: | |
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Data de Publicação: | 2009 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/272 |
Resumo: | This article discusses the form that teachers who act in the education of disables persons, the called teachers of the Special Education, they establish relations with the difference. It takes as theoretician - methodological referential the social-historical perspective, established on Bakhtin and his enunciatively theory of the language and Vygotsky with the theory of the social construction of the knowledge. Based on these authors it is orientated not only the analyses of the collected data, but also the research methodology itself, developed through collective conferences, understanding that the presence of the researcher in the field can also be constituted in reflection and proceedings redirection. Along the interviews carried out with a group of seven active teachers in the public schools of the State of Roraima, aspects of the histories of their personal, academic and professional life, constituted in these teachers professional identity, stood out in their speeches, pointing out the ways how they deal with the difference. They are teachers who assume manners that varies between the perspective of correcting the ‘defect’; understanding it as an element that has to be social and culturally incorporated and deliberating, which takes the Multiple as an enrichment element of the community. |
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Teachers of Special Education: the relations with the difference concernedProfessores da Educação Especial: as relações com a diferença em questãoSpecial EducationDifferenceIdentity.This article discusses the form that teachers who act in the education of disables persons, the called teachers of the Special Education, they establish relations with the difference. It takes as theoretician - methodological referential the social-historical perspective, established on Bakhtin and his enunciatively theory of the language and Vygotsky with the theory of the social construction of the knowledge. Based on these authors it is orientated not only the analyses of the collected data, but also the research methodology itself, developed through collective conferences, understanding that the presence of the researcher in the field can also be constituted in reflection and proceedings redirection. Along the interviews carried out with a group of seven active teachers in the public schools of the State of Roraima, aspects of the histories of their personal, academic and professional life, constituted in these teachers professional identity, stood out in their speeches, pointing out the ways how they deal with the difference. They are teachers who assume manners that varies between the perspective of correcting the ‘defect’; understanding it as an element that has to be social and culturally incorporated and deliberating, which takes the Multiple as an enrichment element of the community.Este artigo discute a forma como professores que atuam na educação de pessoas com deficiência, os chamados professores da Educação Especial, estabelecem relações com a diferença. Toma como referencial teórico-metodológico a perspectiva histórico-cultural, fundada em Bakhtin e sua teoria enunciativa da linguagem e Vygotsky com a teoria da construção social do conhecimento. Com base nesses autores se orienta não só as análises dos dados coletados, mas também a própria metodologia de pesquisa, desenvolvida através de entrevistas coletivas, entendendo que a presença do pesquisador em campo pode constituir-se também em espaço de reflexão e reorientação de procedimentos. Ao longo das entrevistas realizadas com um grupo de sete professores atuantes na rede pública de ensino do Estado de Roraima, aspectos das histórias de vida pessoal, acadêmica e profissional, constituidores da identidade profissional destas professoras, destacaram-se em seus discursos, apontando os meios como essas se relacionam com a diferença. São professoras que assumem posturas que variam entre a perspectiva de correção do “defeito”; da compreensão deste como elemento a ser social e culturalmente incorporado e a da conscientização, que toma o Múltiplo como elemento de enriquecimento da coletividade. Palavras-chave: Educação Especial. Diferença. Identidade.Universidade Federal de Santa Maria2009-09-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/272Special Education Magazine; Revista Educação Especial, v. 22, n. 34, maio/ago. 2009Revista de Educación Especial; Revista Educação Especial, v. 22, n. 34, maio/ago. 2009Revista Educação Especial; Revista Educação Especial, v. 22, n. 34, maio/ago. 20091984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/272/131Siems, Maria Edith Romanoinfo:eu-repo/semantics/openAccess2016-05-09T14:21:45Zoai:ojs.pkp.sfu.ca:article/272Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2016-05-09T14:21:45Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Teachers of Special Education: the relations with the difference concerned Professores da Educação Especial: as relações com a diferença em questão |
title |
Teachers of Special Education: the relations with the difference concerned |
spellingShingle |
Teachers of Special Education: the relations with the difference concerned Siems, Maria Edith Romano Special Education Difference Identity. |
title_short |
Teachers of Special Education: the relations with the difference concerned |
title_full |
Teachers of Special Education: the relations with the difference concerned |
title_fullStr |
Teachers of Special Education: the relations with the difference concerned |
title_full_unstemmed |
Teachers of Special Education: the relations with the difference concerned |
title_sort |
Teachers of Special Education: the relations with the difference concerned |
author |
Siems, Maria Edith Romano |
author_facet |
Siems, Maria Edith Romano |
author_role |
author |
dc.contributor.author.fl_str_mv |
Siems, Maria Edith Romano |
dc.subject.por.fl_str_mv |
Special Education Difference Identity. |
topic |
Special Education Difference Identity. |
description |
This article discusses the form that teachers who act in the education of disables persons, the called teachers of the Special Education, they establish relations with the difference. It takes as theoretician - methodological referential the social-historical perspective, established on Bakhtin and his enunciatively theory of the language and Vygotsky with the theory of the social construction of the knowledge. Based on these authors it is orientated not only the analyses of the collected data, but also the research methodology itself, developed through collective conferences, understanding that the presence of the researcher in the field can also be constituted in reflection and proceedings redirection. Along the interviews carried out with a group of seven active teachers in the public schools of the State of Roraima, aspects of the histories of their personal, academic and professional life, constituted in these teachers professional identity, stood out in their speeches, pointing out the ways how they deal with the difference. They are teachers who assume manners that varies between the perspective of correcting the ‘defect’; understanding it as an element that has to be social and culturally incorporated and deliberating, which takes the Multiple as an enrichment element of the community. |
publishDate |
2009 |
dc.date.none.fl_str_mv |
2009-09-22 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/272 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/272 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/272/131 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
Special Education Magazine; Revista Educação Especial, v. 22, n. 34, maio/ago. 2009 Revista de Educación Especial; Revista Educação Especial, v. 22, n. 34, maio/ago. 2009 Revista Educação Especial; Revista Educação Especial, v. 22, n. 34, maio/ago. 2009 1984-686X reponame:Revista Educação Especial (UFSM) instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Revista Educação Especial (UFSM) |
collection |
Revista Educação Especial (UFSM) |
repository.name.fl_str_mv |
Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
educacaoespecial@smail.ufsm.br||clenioberni@gmail.com |
_version_ |
1788536236443435008 |