Desenvolvimento profissional e educação especial : narrativas de (trans) formação de professores e a partir de experiências inclusivas
Autor(a) principal: | |
---|---|
Data de Publicação: | 2016 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_RS |
Texto Completo: | http://tede2.pucrs.br/tede2/handle/tede/7139 |
Resumo: | The objective of this study was to research on the construction of the professional development of teachers, as well as the formations and the inclusive experiences that transformed them into teachers of Special and Inclusive Education, from narratives of teachers from the municipality of Montenegro/RS. In order to participate in the research, five teachers of the municipal network, who work in Basic Education, were chosen, performing the Specialized Educational Assistance in the Multifunctional Resource Rooms. The qualitative study was theoretically based on Benjamin, Freire, Aranha, Batista, Edler Carvalho, Fernandes, Jesus, Josso, Jovchelovitch & Bauer, Lüdke and André, Mantoan, Marcelo Garcia, Mazzota, Minayo, Montero, Nóvoa, Osório Marques , Pimenta, Sarmento, Sassaki, Tardif and Lessard, among others. From the analysis process, it was possible to identify four dimensions: a) Professional initiation; b) Training and professional experience; c) Special and Inclusive Education and Professional Development; and d) Professional (trans) formations. The findings of this research present the possibilities and the paths found in the form of four thematic syntheses. The first thematic synthesis indicated the dialogues and the reflections on the professional initiation and the motivations for the professional choice. The second thematic synthesis revealed the dialogues and reflections about the formation and the professional experience, that imply a personal investment, a free and creative work on the own routes and the projects, with a view to the construction of an identity, that is also a professional identity. The third thematic synthesis brought the dialogues and reflections on special and inclusive education and professional development, in which special education is understood as a resource that benefits all students and that crosses the work of all teachers, and it is necessary to propose inclusive alternatives for education and not just for schools. And the fourth and last thematic synthesis, refers to the dialogues and reflections on professional (trans) formations, and in this sense, it is understood that teacher training is a process that will occupy all his permanence in his professional activity. |
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Fernandes, Cleoni Maria Barboza192.429.800-72http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4708959D0921.275.330-20http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4238920U9Machado, Glaé Corrêa2017-03-03T19:03:04Z2016-12-20http://tede2.pucrs.br/tede2/handle/tede/7139The objective of this study was to research on the construction of the professional development of teachers, as well as the formations and the inclusive experiences that transformed them into teachers of Special and Inclusive Education, from narratives of teachers from the municipality of Montenegro/RS. In order to participate in the research, five teachers of the municipal network, who work in Basic Education, were chosen, performing the Specialized Educational Assistance in the Multifunctional Resource Rooms. The qualitative study was theoretically based on Benjamin, Freire, Aranha, Batista, Edler Carvalho, Fernandes, Jesus, Josso, Jovchelovitch & Bauer, Lüdke and André, Mantoan, Marcelo Garcia, Mazzota, Minayo, Montero, Nóvoa, Osório Marques , Pimenta, Sarmento, Sassaki, Tardif and Lessard, among others. From the analysis process, it was possible to identify four dimensions: a) Professional initiation; b) Training and professional experience; c) Special and Inclusive Education and Professional Development; and d) Professional (trans) formations. The findings of this research present the possibilities and the paths found in the form of four thematic syntheses. The first thematic synthesis indicated the dialogues and the reflections on the professional initiation and the motivations for the professional choice. The second thematic synthesis revealed the dialogues and reflections about the formation and the professional experience, that imply a personal investment, a free and creative work on the own routes and the projects, with a view to the construction of an identity, that is also a professional identity. The third thematic synthesis brought the dialogues and reflections on special and inclusive education and professional development, in which special education is understood as a resource that benefits all students and that crosses the work of all teachers, and it is necessary to propose inclusive alternatives for education and not just for schools. And the fourth and last thematic synthesis, refers to the dialogues and reflections on professional (trans) formations, and in this sense, it is understood that teacher training is a process that will occupy all his permanence in his professional activity.O objetivo desse estudo foi pesquisar sobre a construção do desenvolvimento profissional dos professores, assim como as formações e as experiências inclusivas que os transformaram em professores da Educação Especial e Inclusiva, a partir de narrativas de professoras do município de Montenegro/RS. Para participar da pesquisa, foram escolhidas cinco professoras da rede municipal, que atuam na Educação Básica, realizando o Atendimento Educacional Especializado nas Salas de Recursos Multifuncionais. O estudo de cunho qualitativo apoiouse teoricamente em Benjamin, Freire, Aranha, Batista, Edler Carvalho, Fernandes, Jesus, Josso, Jovchelovitch & Bauer, Lüdke e André, Mantoan, Marcelo Garcia, Mazzota, Minayo, Montero, Nóvoa, Osório Marques, Pimenta, Sarmento, Sassaki, Tardif e Lessard, entre outros. A partir do processo de análise, foi possível identificar quatro dimensões: a) Iniciação profissional; b) Formação e a experiência profissional; c) Educação Especial e Inclusiva e Desenvolvimento profissional; e d) (Trans) formações profissionais. Os achados dessa pesquisa apresentam as possibilidades e os caminhos encontrados sob a forma de quatro sínteses temáticas. A primeira síntese temática indicou os diálogos e as reflexões sobre a iniciação profissional e as motivações para a escolha profissional. A segunda síntese temática revelou os diálogos e reflexões sobre a formação e a experiência profissional, que implicam um investimento pessoal, um trabalho livre e criativo sobre os percursos e os projetos próprios, com vistas à construção de uma identidade, que é também uma identidade profissional A terceira síntese temática trouxe os diálogos e reflexões sobre a educação especial e inclusiva e o desenvolvimento profissional, na qual compreende-se a educação especial como um recurso que beneficia a todos os alunos e que atravessa o trabalho de todos os professores, sendo necessário propor alternativas inclusivas para a educação e não apenas para as escolas. E a quarta e última síntese temática, remete aos diálogos e reflexões sobre as (trans) formações profissionais, e nesse sentido, compreende-se que a formação do professor é um processo que ocupará toda sua permanência em sua atividade profissional.Submitted by Setor de Tratamento da Informação - BC/PUCRS (tede2@pucrs.br) on 2017-03-03T19:03:04Z No. of bitstreams: 1 TES_GLAE_CORREA_MACHADO_COMPLETO.pdf: 1309761 bytes, checksum: 792a0f5c5d1b83e46fb97be9f07952d7 (MD5)Made available in DSpace on 2017-03-03T19:03:04Z (GMT). No. of bitstreams: 1 TES_GLAE_CORREA_MACHADO_COMPLETO.pdf: 1309761 bytes, checksum: 792a0f5c5d1b83e46fb97be9f07952d7 (MD5) Previous issue date: 2016-12-20Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucrs.br:80/tede2/retrieve/167335/TES_GLAE_CORREA_MACHADO_COMPLETO.pdf.jpgporPontifícia Universidade Católica do Rio Grande do SulPrograma de Pós-Graduação em EducaçãoPUCRSBrasilEscola de HumanidadesEDUCAÇÃO INCLUSIVAPROFESSORES - FORMAÇÃO PROFISSIONALEDUCAÇÃO ESPECIALCIENCIAS HUMANAS::EDUCACAODesenvolvimento profissional e educação especial : narrativas de (trans) formação de professores e a partir de experiências inclusivasinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis-8451285793228477937600600600600-6557531471218110192-2403458189103523672075167498588264571info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_RSinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSTHUMBNAILTES_GLAE_CORREA_MACHADO_COMPLETO.pdf.jpgTES_GLAE_CORREA_MACHADO_COMPLETO.pdf.jpgimage/jpeg3534http://tede2.pucrs.br/tede2/bitstream/tede/7139/5/TES_GLAE_CORREA_MACHADO_COMPLETO.pdf.jpg33c0fb41d7b26c03857d00d8e780d28eMD55TEXTTES_GLAE_CORREA_MACHADO_COMPLETO.pdf.txtTES_GLAE_CORREA_MACHADO_COMPLETO.pdf.txttext/plain440561http://tede2.pucrs.br/tede2/bitstream/tede/7139/4/TES_GLAE_CORREA_MACHADO_COMPLETO.pdf.txtbc10d868ef573564d751d3407ee5d2bcMD54LICENSElicense.txtlicense.txttext/plain; charset=utf-8610http://tede2.pucrs.br/tede2/bitstream/tede/7139/3/license.txt5a9d6006225b368ef605ba16b4f6d1beMD53ORIGINALTES_GLAE_CORREA_MACHADO_COMPLETO.pdfTES_GLAE_CORREA_MACHADO_COMPLETO.pdfapplication/pdf1309761http://tede2.pucrs.br/tede2/bitstream/tede/7139/2/TES_GLAE_CORREA_MACHADO_COMPLETO.pdf792a0f5c5d1b83e46fb97be9f07952d7MD52tede/71392017-03-03 20:00:47.315oai:tede2.pucrs.br:tede/7139QXV0b3JpemHDp8OjbyBwYXJhIFB1YmxpY2HDp8OjbyBFbGV0csO0bmljYTogQ29tIGJhc2Ugbm8gZGlzcG9zdG8gbmEgTGVpIEZlZGVyYWwgbsK6OS42MTAsIGRlIDE5IGRlIGZldmVyZWlybyBkZSAxOTk4LCBvIGF1dG9yIEFVVE9SSVpBIGEgcHVibGljYcOnw6NvIGVsZXRyw7RuaWNhIGRhIHByZXNlbnRlIG9icmEgbm8gYWNlcnZvIGRhIEJpYmxpb3RlY2EgRGlnaXRhbCBkYSBQb250aWbDrWNpYSBVbml2ZXJzaWRhZGUgQ2F0w7NsaWNhIGRvIFJpbyBHcmFuZGUgZG8gU3VsLCBzZWRpYWRhIGEgQXYuIElwaXJhbmdhIDY2ODEsIFBvcnRvIEFsZWdyZSwgUmlvIEdyYW5kZSBkbyBTdWwsIGNvbSByZWdpc3RybyBkZSBDTlBKIDg4NjMwNDEzMDAwMi04MSBiZW0gY29tbyBlbSBvdXRyYXMgYmlibGlvdGVjYXMgZGlnaXRhaXMsIG5hY2lvbmFpcyBlIGludGVybmFjaW9uYWlzLCBjb25zw7NyY2lvcyBlIHJlZGVzIMOgcyBxdWFpcyBhIGJpYmxpb3RlY2EgZGEgUFVDUlMgcG9zc2EgYSB2aXIgcGFydGljaXBhciwgc2VtIMO0bnVzIGFsdXNpdm8gYW9zIGRpcmVpdG9zIGF1dG9yYWlzLCBhIHTDrXR1bG8gZGUgZGl2dWxnYcOnw6NvIGRhIHByb2R1w6fDo28gY2llbnTDrWZpY2EuCg==Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.pucrs.br/tede2/PRIhttps://tede2.pucrs.br/oai/requestbiblioteca.central@pucrs.br||opendoar:2017-03-03T23:00:47Biblioteca Digital de Teses e Dissertações da PUC_RS - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.por.fl_str_mv |
Desenvolvimento profissional e educação especial : narrativas de (trans) formação de professores e a partir de experiências inclusivas |
title |
Desenvolvimento profissional e educação especial : narrativas de (trans) formação de professores e a partir de experiências inclusivas |
spellingShingle |
Desenvolvimento profissional e educação especial : narrativas de (trans) formação de professores e a partir de experiências inclusivas Machado, Glaé Corrêa EDUCAÇÃO INCLUSIVA PROFESSORES - FORMAÇÃO PROFISSIONAL EDUCAÇÃO ESPECIAL CIENCIAS HUMANAS::EDUCACAO |
title_short |
Desenvolvimento profissional e educação especial : narrativas de (trans) formação de professores e a partir de experiências inclusivas |
title_full |
Desenvolvimento profissional e educação especial : narrativas de (trans) formação de professores e a partir de experiências inclusivas |
title_fullStr |
Desenvolvimento profissional e educação especial : narrativas de (trans) formação de professores e a partir de experiências inclusivas |
title_full_unstemmed |
Desenvolvimento profissional e educação especial : narrativas de (trans) formação de professores e a partir de experiências inclusivas |
title_sort |
Desenvolvimento profissional e educação especial : narrativas de (trans) formação de professores e a partir de experiências inclusivas |
author |
Machado, Glaé Corrêa |
author_facet |
Machado, Glaé Corrêa |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Fernandes, Cleoni Maria Barboza |
dc.contributor.advisor1ID.fl_str_mv |
192.429.800-72 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4708959D0 |
dc.contributor.authorID.fl_str_mv |
921.275.330-20 |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4238920U9 |
dc.contributor.author.fl_str_mv |
Machado, Glaé Corrêa |
contributor_str_mv |
Fernandes, Cleoni Maria Barboza |
dc.subject.por.fl_str_mv |
EDUCAÇÃO INCLUSIVA PROFESSORES - FORMAÇÃO PROFISSIONAL EDUCAÇÃO ESPECIAL |
topic |
EDUCAÇÃO INCLUSIVA PROFESSORES - FORMAÇÃO PROFISSIONAL EDUCAÇÃO ESPECIAL CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The objective of this study was to research on the construction of the professional development of teachers, as well as the formations and the inclusive experiences that transformed them into teachers of Special and Inclusive Education, from narratives of teachers from the municipality of Montenegro/RS. In order to participate in the research, five teachers of the municipal network, who work in Basic Education, were chosen, performing the Specialized Educational Assistance in the Multifunctional Resource Rooms. The qualitative study was theoretically based on Benjamin, Freire, Aranha, Batista, Edler Carvalho, Fernandes, Jesus, Josso, Jovchelovitch & Bauer, Lüdke and André, Mantoan, Marcelo Garcia, Mazzota, Minayo, Montero, Nóvoa, Osório Marques , Pimenta, Sarmento, Sassaki, Tardif and Lessard, among others. From the analysis process, it was possible to identify four dimensions: a) Professional initiation; b) Training and professional experience; c) Special and Inclusive Education and Professional Development; and d) Professional (trans) formations. The findings of this research present the possibilities and the paths found in the form of four thematic syntheses. The first thematic synthesis indicated the dialogues and the reflections on the professional initiation and the motivations for the professional choice. The second thematic synthesis revealed the dialogues and reflections about the formation and the professional experience, that imply a personal investment, a free and creative work on the own routes and the projects, with a view to the construction of an identity, that is also a professional identity. The third thematic synthesis brought the dialogues and reflections on special and inclusive education and professional development, in which special education is understood as a resource that benefits all students and that crosses the work of all teachers, and it is necessary to propose inclusive alternatives for education and not just for schools. And the fourth and last thematic synthesis, refers to the dialogues and reflections on professional (trans) formations, and in this sense, it is understood that teacher training is a process that will occupy all his permanence in his professional activity. |
publishDate |
2016 |
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2016-12-20 |
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http://tede2.pucrs.br/tede2/handle/tede/7139 |
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por |
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por |
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600 600 600 600 |
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Pontifícia Universidade Católica do Rio Grande do Sul |
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Programa de Pós-Graduação em Educação |
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PUCRS |
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Brasil |
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Escola de Humanidades |
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Pontifícia Universidade Católica do Rio Grande do Sul |
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