Formação de professores e educação inclusiva: representações sociais em construção
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UNIGRANRIO |
Texto Completo: | http://localhost:8080/tede/handle/tede/280 |
Resumo: | This work talks about the social representation of the professional of education in their graduation process in the course of Pedagogy in relation to Inclusion on Education. We observed some works and speeches which highlight the relevance to prepare teachers for the practice of inclusion and that also highlight the changes in the law as the instrument of feasibility. In some of those we identify that there is a speech which gives the teacher the responsibility for learning and for realizing the inclusion, while others give less importance to the matter of education and they consider the teacher of “good will” the most capable for this process. We recognize that as form of law the Inclusion in Education and the Education of Teachers have stand out in the media and are intertwined with the studies, but the proposal of this work is to investigate how this movement is being structured inside of the academic environment. There comes the question about what are the social representations about the inclusion for the graduating student in the course of Pedagogy? How they perceive themselves facing the challenge to promote daily the Inclusion in Education. Which values and practices this graduating student is privileging in its daily school time or which the student believes being the most viable practice in face of the Inclusion Educational model that is being propagated? We believe that there is a necessity of a critical revision on the role of the educator in the course of Pedagogy from the comprehension of the social representations over the Inclusion on Education. Therefore the objective of this study is to understand the social representations about the inclusion for graduating students in the course of Pedagogy, analyzing the values and concepts that constituting the context of these future educators. There will be an investigation of the students graduating in the course of bachelor in Pedagogy at the University of Grande Rio, in the district of Baixada Fluminense, in the state of Rio de Janeiro (Brazil), discussing the contribution of the disciplines attended in the course with the view to the future profession. For this will be carried out studies in the theory of social representations (MOSCOVICI, 1961, 2003, JODELET, 2001, 2005; SÁ, 1996, 1998, 2005), articulating with the matters of language, power and discriminations, and of the conceptions of the social-historical education. The methodology was outlined with the Novikoff dimensions (2010), conduction a semi-structured questionnaire and a test of free association of words. The analysis of the data which emerged from these research tools show, in highlight, the affectivity. The social-relational values were emphasized as the ones giving the base to the choice of knowledge by the graduating students to think the practice of the Inclusion on Education. Therefore, considering that the graduating students which participated of the research are professionals of education in initial process of formation, the most concerning matter is the depreciation of the academic-scientific knowledge and the interpersonal articulations proposals. Furthermore, this research emphasizes the necessity to be cautious to think over the formation of educators for the Inclusion on Education by the analysis of affirmations presented by Pedagogy graduating students. |
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Novikoff, CristinaReis, Haydéa Maria Marino de Sant”AnnaKauss, Clarissa Teixeira2018-07-30T14:56:10Z2013-03-12Kauss, Clarissa Teixeira. Formação de professores e educação inclusiva: representações sociais em construção. 2013. 161 f. Dissertação (Programa de Pós-Graduação em Letras e Ciências Humanas) - Universidade do Grande Rio, Duque de Caxias.http://localhost:8080/tede/handle/tede/280This work talks about the social representation of the professional of education in their graduation process in the course of Pedagogy in relation to Inclusion on Education. We observed some works and speeches which highlight the relevance to prepare teachers for the practice of inclusion and that also highlight the changes in the law as the instrument of feasibility. In some of those we identify that there is a speech which gives the teacher the responsibility for learning and for realizing the inclusion, while others give less importance to the matter of education and they consider the teacher of “good will” the most capable for this process. We recognize that as form of law the Inclusion in Education and the Education of Teachers have stand out in the media and are intertwined with the studies, but the proposal of this work is to investigate how this movement is being structured inside of the academic environment. There comes the question about what are the social representations about the inclusion for the graduating student in the course of Pedagogy? How they perceive themselves facing the challenge to promote daily the Inclusion in Education. Which values and practices this graduating student is privileging in its daily school time or which the student believes being the most viable practice in face of the Inclusion Educational model that is being propagated? We believe that there is a necessity of a critical revision on the role of the educator in the course of Pedagogy from the comprehension of the social representations over the Inclusion on Education. Therefore the objective of this study is to understand the social representations about the inclusion for graduating students in the course of Pedagogy, analyzing the values and concepts that constituting the context of these future educators. There will be an investigation of the students graduating in the course of bachelor in Pedagogy at the University of Grande Rio, in the district of Baixada Fluminense, in the state of Rio de Janeiro (Brazil), discussing the contribution of the disciplines attended in the course with the view to the future profession. For this will be carried out studies in the theory of social representations (MOSCOVICI, 1961, 2003, JODELET, 2001, 2005; SÁ, 1996, 1998, 2005), articulating with the matters of language, power and discriminations, and of the conceptions of the social-historical education. The methodology was outlined with the Novikoff dimensions (2010), conduction a semi-structured questionnaire and a test of free association of words. The analysis of the data which emerged from these research tools show, in highlight, the affectivity. The social-relational values were emphasized as the ones giving the base to the choice of knowledge by the graduating students to think the practice of the Inclusion on Education. Therefore, considering that the graduating students which participated of the research are professionals of education in initial process of formation, the most concerning matter is the depreciation of the academic-scientific knowledge and the interpersonal articulations proposals. Furthermore, this research emphasizes the necessity to be cautious to think over the formation of educators for the Inclusion on Education by the analysis of affirmations presented by Pedagogy graduating students.O presente trabalho versa sobre as representações sociais do profissional da educação em processo de formação no curso de Pedagogia em relação à Educação Inclusiva. Observamos alguns trabalhos e discursos que destacam a relevância do preparo dos professores para a práxis inclusiva e que destacam as mudanças da lei como instrumento de viabilização. Em alguns identificamos que existe um discurso que responsabiliza o professor por sua formação e pela concretização real da inclusão, enquanto outros já dão menos valia a questão da formação e consideram o docente de “boa vontade” o mais apto para este processo. Reconhecemos, então que, enquanto lei a Educação Inclusiva e a Formação de Professores já se destacam na mídia e se entrelaçam nos estudos, por isso a proposta deste trabalho de investigar como este movimento esta se estruturando dentro do ambiente acadêmico. Daí questionar sobre quais são as representações sociais sobre a inclusão para graduandos do curso de Pedagogia? Como eles se percebem diante do desafio de promover a Educação Inclusiva? Que valores e práxis esses graduandos estão privilegiando no seu cotidiano escolar e/ou qual acreditam ser mais viáveis diante do modelo de Educação Inclusiva que está se propagando? Acreditamos que há necessidade de uma revisão crítica do papel do educador nos cursos de Pedagogia a partir da compreensão das representações sociais sobre a inclusão escolar. Portanto, o objetivo desse estudo visou compreender as representações sociais acerca de inclusão para graduandos do curso de Pedagogia, analisando os valores e conceitos que configuram o contexto desses futuros educadores, os graduandos do curso de licenciatura em Pedagogia da Universidade do Grande Rio, na Baixada Fluminense, no Rio de Janeiro (Brasil), discutindo a contribuição das disciplinas assistidas no curso com vista à profissão futura. Para tal foi realizado estudo sobre a teoria das representações sociais (MOSCOVICI, 1961, 2003, JODELET, 2001, 2005; SÁ, 1996, 1998, 2005), articulando com as questões da linguagem, poder e discriminação, e de concepções da educação sócio-histórica. A metodologia foi delineada sob as dimensões Novikoff (2010), com aplicação de questionário semiestruturado e teste de associação livre de palavras. A análise dos dados que emergiram destes instrumentos de pesquisa trouxe, em destaque, a afetividade. Os valores sócio-relacionais destacaram-se como os que estão embasando a escolha dos conhecimentos e dos saberes privilegiados pelos graduandos para pensar a práxis da Educação Inclusiva. Portanto, considerando que os graduandos que participaram da pesquisa são profissionais da educação em processo inicial de formação, a questão mais preocupante é a desvalorização do conhecimento acadêmico-científico e as articulações interpessoais propostas. Sendo assim, esta pesquisa reforça a necessidade de cautela para se pensar a formação docente para a Educação Inclusiva pela análise de afirmativas apresentadas por graduandos de Pedagogia.Submitted by Patricia Vieira Silva (patricia.silva@unigranrio.com.br) on 2018-07-30T14:56:10Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) CLARISSA TEIXEIRA KAUSS 2013.pdf: 1370942 bytes, checksum: abf2db5f8c6b9830ab45a32580697dfa (MD5)Made available in DSpace on 2018-07-30T14:56:10Z (GMT). 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dc.title.por.fl_str_mv |
Formação de professores e educação inclusiva: representações sociais em construção |
title |
Formação de professores e educação inclusiva: representações sociais em construção |
spellingShingle |
Formação de professores e educação inclusiva: representações sociais em construção Kauss, Clarissa Teixeira Educação Professores - Formação Educação inclusiva Representações sociais Educação |
title_short |
Formação de professores e educação inclusiva: representações sociais em construção |
title_full |
Formação de professores e educação inclusiva: representações sociais em construção |
title_fullStr |
Formação de professores e educação inclusiva: representações sociais em construção |
title_full_unstemmed |
Formação de professores e educação inclusiva: representações sociais em construção |
title_sort |
Formação de professores e educação inclusiva: representações sociais em construção |
author |
Kauss, Clarissa Teixeira |
author_facet |
Kauss, Clarissa Teixeira |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Novikoff, Cristina |
dc.contributor.advisor-co1.fl_str_mv |
Reis, Haydéa Maria Marino de Sant”Anna |
dc.contributor.author.fl_str_mv |
Kauss, Clarissa Teixeira |
contributor_str_mv |
Novikoff, Cristina Reis, Haydéa Maria Marino de Sant”Anna |
dc.subject.por.fl_str_mv |
Educação Professores - Formação Educação inclusiva Representações sociais |
topic |
Educação Professores - Formação Educação inclusiva Representações sociais Educação |
dc.subject.cnpq.fl_str_mv |
Educação |
description |
This work talks about the social representation of the professional of education in their graduation process in the course of Pedagogy in relation to Inclusion on Education. We observed some works and speeches which highlight the relevance to prepare teachers for the practice of inclusion and that also highlight the changes in the law as the instrument of feasibility. In some of those we identify that there is a speech which gives the teacher the responsibility for learning and for realizing the inclusion, while others give less importance to the matter of education and they consider the teacher of “good will” the most capable for this process. We recognize that as form of law the Inclusion in Education and the Education of Teachers have stand out in the media and are intertwined with the studies, but the proposal of this work is to investigate how this movement is being structured inside of the academic environment. There comes the question about what are the social representations about the inclusion for the graduating student in the course of Pedagogy? How they perceive themselves facing the challenge to promote daily the Inclusion in Education. Which values and practices this graduating student is privileging in its daily school time or which the student believes being the most viable practice in face of the Inclusion Educational model that is being propagated? We believe that there is a necessity of a critical revision on the role of the educator in the course of Pedagogy from the comprehension of the social representations over the Inclusion on Education. Therefore the objective of this study is to understand the social representations about the inclusion for graduating students in the course of Pedagogy, analyzing the values and concepts that constituting the context of these future educators. There will be an investigation of the students graduating in the course of bachelor in Pedagogy at the University of Grande Rio, in the district of Baixada Fluminense, in the state of Rio de Janeiro (Brazil), discussing the contribution of the disciplines attended in the course with the view to the future profession. For this will be carried out studies in the theory of social representations (MOSCOVICI, 1961, 2003, JODELET, 2001, 2005; SÁ, 1996, 1998, 2005), articulating with the matters of language, power and discriminations, and of the conceptions of the social-historical education. The methodology was outlined with the Novikoff dimensions (2010), conduction a semi-structured questionnaire and a test of free association of words. The analysis of the data which emerged from these research tools show, in highlight, the affectivity. The social-relational values were emphasized as the ones giving the base to the choice of knowledge by the graduating students to think the practice of the Inclusion on Education. Therefore, considering that the graduating students which participated of the research are professionals of education in initial process of formation, the most concerning matter is the depreciation of the academic-scientific knowledge and the interpersonal articulations proposals. Furthermore, this research emphasizes the necessity to be cautious to think over the formation of educators for the Inclusion on Education by the analysis of affirmations presented by Pedagogy graduating students. |
publishDate |
2013 |
dc.date.issued.fl_str_mv |
2013-03-12 |
dc.date.accessioned.fl_str_mv |
2018-07-30T14:56:10Z |
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Kauss, Clarissa Teixeira. Formação de professores e educação inclusiva: representações sociais em construção. 2013. 161 f. Dissertação (Programa de Pós-Graduação em Letras e Ciências Humanas) - Universidade do Grande Rio, Duque de Caxias. |
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Kauss, Clarissa Teixeira. Formação de professores e educação inclusiva: representações sociais em construção. 2013. 161 f. Dissertação (Programa de Pós-Graduação em Letras e Ciências Humanas) - Universidade do Grande Rio, Duque de Caxias. |
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