Formação e atuação de professores de surdos no Ensino Fundamental I em escolas municipais de Sorocaba
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/18930 |
Resumo: | The present research aims to investigate the professional development and performance of teachers in regular classrooms working with deaf students in the public elementary schools of Sorocaba County. The specific objectives encompass: identifying the number of regular teachers working with deaf students in municipal schools and, based on this information, conducting a questionnaire to understand the challenges faced by these teachers in this locality; characterizing the professional and academic profile of these educators; as well as understanding, through the teachers' accounts, how they perceive their professional development and performance, including the strategies employed, needs, and challenges of teaching deaf students in the public elementary schools. For this purpose, an online form was administered to regular teachers, involving 25 participants, and semi-structured interviews were conducted with four teachers. In general terms, the data obtained from the forms and interviews were similar, indicating the necessity and pursuit of continuous education to work effectively with deaf students. The challenges in their performance involve various aspects, notably the mastery of Brazilian Sign Language (Libras, Língua Brasileira de Sinais, em Português) and communication with deaf students, aiming to meet their specific needs. The teachers strive to overcome these difficulties, either with the assistance of interpreters and other specialized professionals or through individual strategies. The resources and strategies used in pedagogical action with these students are diverse, including information exchange and support from specialist colleagues. The needs for inclusion encompass areas such as teacher professional development, structural conditions, and working conditions in schools, as well as the participation and support of families in the work carried out with deaf students. The importance of prioritizing the professional development of teachers to work with deaf students in the early years is discussed because inclusive education is a fundamental right for all children, regardless of their abilities and needs. However, there is a consideration for the need to implement public policies that ensure ongoing professional development, meeting these principles while considering the formative demands and teaching work conditions in the current reality. |
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Alves, Teresa Cristina Leança SoaresSantos, Izabella Mendes Sant'Anahttp://lattes.cnpq.br/7860235863062183https://lattes.cnpq.br/1835019648053052https://orcid.org/0000-0003-0607-7968cacb5021-9961-4d81-9efd-fadd8dc22fcd2023-11-21T22:54:31Z2023-11-21T22:54:31Z2023-09-14ALVES, Teresa Cristina Leança Soares. Formação e atuação de professores de surdos no Ensino Fundamental I em escolas municipais de Sorocaba. 2023. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, Sorocaba, 2023. Disponível em: https://repositorio.ufscar.br/handle/ufscar/18930.https://repositorio.ufscar.br/handle/ufscar/18930The present research aims to investigate the professional development and performance of teachers in regular classrooms working with deaf students in the public elementary schools of Sorocaba County. The specific objectives encompass: identifying the number of regular teachers working with deaf students in municipal schools and, based on this information, conducting a questionnaire to understand the challenges faced by these teachers in this locality; characterizing the professional and academic profile of these educators; as well as understanding, through the teachers' accounts, how they perceive their professional development and performance, including the strategies employed, needs, and challenges of teaching deaf students in the public elementary schools. For this purpose, an online form was administered to regular teachers, involving 25 participants, and semi-structured interviews were conducted with four teachers. In general terms, the data obtained from the forms and interviews were similar, indicating the necessity and pursuit of continuous education to work effectively with deaf students. The challenges in their performance involve various aspects, notably the mastery of Brazilian Sign Language (Libras, Língua Brasileira de Sinais, em Português) and communication with deaf students, aiming to meet their specific needs. The teachers strive to overcome these difficulties, either with the assistance of interpreters and other specialized professionals or through individual strategies. The resources and strategies used in pedagogical action with these students are diverse, including information exchange and support from specialist colleagues. The needs for inclusion encompass areas such as teacher professional development, structural conditions, and working conditions in schools, as well as the participation and support of families in the work carried out with deaf students. The importance of prioritizing the professional development of teachers to work with deaf students in the early years is discussed because inclusive education is a fundamental right for all children, regardless of their abilities and needs. However, there is a consideration for the need to implement public policies that ensure ongoing professional development, meeting these principles while considering the formative demands and teaching work conditions in the current reality.Esta pesquisa visa investigar a formação e atuação dos professores das salas regulares junto a alunos surdos nos anos iniciais do Ensino Fundamental no município de Sorocaba. Os objetivos específicos abrangem: identificar o número de professores regulares de alunos surdos nas escolas municipais, e, a partir disso, aplicar um questionário para conhecer as desafios dos professores nessa localidade; caracterizar o perfil profissional e acadêmico desses docentes; bem como conhecer, a partir dos relatos dos professores, como compreendem sua formação e atuação, incluindo estratégias usadas, necessidades e desafios do ensino a alunos surdos nos anos iniciais do Ensino Fundamental. Para isso, foi aplicado um questionário on-line para professores regulares, envolvendo 25 participantes, e foram realizadas entrevistas semiestrutruadas com quatro professoras. Em termos gerais, os dados obtidos nos questionários e nas entrevistas foram similares, indicam que a necessidade e a busca de formação continuada para trabalharem com alunos surdos. As dificuldades na atuação envolvem diversos aspectos, com destaque para o domínio da Libras e a comunicação com o aluno surdo, visando atender às suas especificidades. As professoras atuam para superar essas dificuldades, seja com o auxílio de intérpretes e outros profissionais especializados ou através de estratégias individuais. Os recursos e estratégias utilizados na ação pedagógica com esses alunos são diversos, incluindo a troca de informações e o suporte de colegas especialistas. As necessidades para a inclusão abrangem áreas como a formação docente, as condições estruturais e de trabalho nas escolas, bem como a participação e o apoio da família no trabalho realizado com alunos surdos. Discute-se a importância de se priorizar a formação dos professores para atuarem com alunos surdos nos anos iniciais, pois a educação inclusiva é um direito fundamental para todas as crianças, independentemente de suas habilidades e necessidades, mas considera-se a necessidade da efetivação de políticas públicas que garantam a formação continuada, atendendo a esses preceitos, mas que considerem as demandas formativas e as condições de trabalho docente na realidade atual.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus SorocabaPrograma de Pós-Graduação em Educação - PPGEd-SoUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessFormação de ProfessoresEducação de SurdosAnos Iniciais do Ensino FundamentalEducação EspecialTeachers’ Professional DevelopmentEducation of Deaf StudentsElementary SchoolSpecial EducationCIENCIAS HUMANAS::EDUCACAOFormação e atuação de professores de surdos no Ensino Fundamental I em escolas municipais de SorocabaProfessional development and performance of teachers of deaf students in the public elementary schools of Sorocaba Countyinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis600600f36b150a-bed1-4f97-a5fc-c23ad13315edreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALTeresa_Tesepublicação_FINALLL.pdfTeresa_Tesepublicação_FINALLL.pdfTese de Doutoradoapplication/pdf1480283https://repositorio.ufscar.br/bitstream/ufscar/18930/1/Teresa_Tesepublica%c3%a7%c3%a3o_FINALLL.pdf9dbb6b6bb308bdbccdd52967b5b883a5MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-81030https://repositorio.ufscar.br/bitstream/ufscar/18930/2/license_rdfc6e5ca9ee4112329286834c9257d9d4cMD52TEXTTeresa_Tesepublicação_FINALLL.pdf.txtTeresa_Tesepublicação_FINALLL.pdf.txtExtracted texttext/plain426549https://repositorio.ufscar.br/bitstream/ufscar/18930/3/Teresa_Tesepublica%c3%a7%c3%a3o_FINALLL.pdf.txte343ad9015fa6a52f9422311cb5c0e85MD53ufscar/189302024-05-14 17:20:55.289oai:repositorio.ufscar.br:ufscar/18930Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222024-05-14T17:20:55Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Formação e atuação de professores de surdos no Ensino Fundamental I em escolas municipais de Sorocaba |
dc.title.alternative.eng.fl_str_mv |
Professional development and performance of teachers of deaf students in the public elementary schools of Sorocaba County |
title |
Formação e atuação de professores de surdos no Ensino Fundamental I em escolas municipais de Sorocaba |
spellingShingle |
Formação e atuação de professores de surdos no Ensino Fundamental I em escolas municipais de Sorocaba Alves, Teresa Cristina Leança Soares Formação de Professores Educação de Surdos Anos Iniciais do Ensino Fundamental Educação Especial Teachers’ Professional Development Education of Deaf Students Elementary School Special Education CIENCIAS HUMANAS::EDUCACAO |
title_short |
Formação e atuação de professores de surdos no Ensino Fundamental I em escolas municipais de Sorocaba |
title_full |
Formação e atuação de professores de surdos no Ensino Fundamental I em escolas municipais de Sorocaba |
title_fullStr |
Formação e atuação de professores de surdos no Ensino Fundamental I em escolas municipais de Sorocaba |
title_full_unstemmed |
Formação e atuação de professores de surdos no Ensino Fundamental I em escolas municipais de Sorocaba |
title_sort |
Formação e atuação de professores de surdos no Ensino Fundamental I em escolas municipais de Sorocaba |
author |
Alves, Teresa Cristina Leança Soares |
author_facet |
Alves, Teresa Cristina Leança Soares |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
https://lattes.cnpq.br/1835019648053052 |
dc.contributor.authororcid.por.fl_str_mv |
https://orcid.org/0000-0003-0607-7968 |
dc.contributor.author.fl_str_mv |
Alves, Teresa Cristina Leança Soares |
dc.contributor.advisor1.fl_str_mv |
Santos, Izabella Mendes Sant'Ana |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7860235863062183 |
dc.contributor.authorID.fl_str_mv |
cacb5021-9961-4d81-9efd-fadd8dc22fcd |
contributor_str_mv |
Santos, Izabella Mendes Sant'Ana |
dc.subject.por.fl_str_mv |
Formação de Professores Educação de Surdos Anos Iniciais do Ensino Fundamental Educação Especial |
topic |
Formação de Professores Educação de Surdos Anos Iniciais do Ensino Fundamental Educação Especial Teachers’ Professional Development Education of Deaf Students Elementary School Special Education CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teachers’ Professional Development Education of Deaf Students Elementary School Special Education |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The present research aims to investigate the professional development and performance of teachers in regular classrooms working with deaf students in the public elementary schools of Sorocaba County. The specific objectives encompass: identifying the number of regular teachers working with deaf students in municipal schools and, based on this information, conducting a questionnaire to understand the challenges faced by these teachers in this locality; characterizing the professional and academic profile of these educators; as well as understanding, through the teachers' accounts, how they perceive their professional development and performance, including the strategies employed, needs, and challenges of teaching deaf students in the public elementary schools. For this purpose, an online form was administered to regular teachers, involving 25 participants, and semi-structured interviews were conducted with four teachers. In general terms, the data obtained from the forms and interviews were similar, indicating the necessity and pursuit of continuous education to work effectively with deaf students. The challenges in their performance involve various aspects, notably the mastery of Brazilian Sign Language (Libras, Língua Brasileira de Sinais, em Português) and communication with deaf students, aiming to meet their specific needs. The teachers strive to overcome these difficulties, either with the assistance of interpreters and other specialized professionals or through individual strategies. The resources and strategies used in pedagogical action with these students are diverse, including information exchange and support from specialist colleagues. The needs for inclusion encompass areas such as teacher professional development, structural conditions, and working conditions in schools, as well as the participation and support of families in the work carried out with deaf students. The importance of prioritizing the professional development of teachers to work with deaf students in the early years is discussed because inclusive education is a fundamental right for all children, regardless of their abilities and needs. However, there is a consideration for the need to implement public policies that ensure ongoing professional development, meeting these principles while considering the formative demands and teaching work conditions in the current reality. |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-11-21T22:54:31Z |
dc.date.available.fl_str_mv |
2023-11-21T22:54:31Z |
dc.date.issued.fl_str_mv |
2023-09-14 |
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info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
ALVES, Teresa Cristina Leança Soares. Formação e atuação de professores de surdos no Ensino Fundamental I em escolas municipais de Sorocaba. 2023. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, Sorocaba, 2023. Disponível em: https://repositorio.ufscar.br/handle/ufscar/18930. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/18930 |
identifier_str_mv |
ALVES, Teresa Cristina Leança Soares. Formação e atuação de professores de surdos no Ensino Fundamental I em escolas municipais de Sorocaba. 2023. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, Sorocaba, 2023. Disponível em: https://repositorio.ufscar.br/handle/ufscar/18930. |
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https://repositorio.ufscar.br/handle/ufscar/18930 |
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Universidade Federal de São Carlos Câmpus Sorocaba |
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