Narrativas (auto) biográficas de professoras surdas: um olhar para a aprendizagem da docência
Autor(a) principal: | |
---|---|
Data de Publicação: | 2022 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/17343 |
Resumo: | We start from the assumption that learning how to teach is a continuous process, which occurs throughout life and does not exclusively refer to stagnant training moments, and that the quality of educational processes is, among other factors, related to the teacher and his/her teaching. In the context of deaf education, the "deaf teacher" has a central role in this discussion. Thus, we seek to analyze the teaching learning process of three deaf teachers who work with children in kindergarten and the first years of elementary school. In chapter one, we discuss questions about the field of teacher training, with regard to teaching learning concepts (Mizukami, Marcelo, Vaillant, Tancredi, Imbernón), reflective processes (Zeichner, Knowles, Cole and Presswood, Day), formative experiences (Josso), among others. We associate this with the discussion on aspects related to the specificity and challenges of learning to teach deaf teachers (Lacerda, Martins, Goes and Lodi). The research is based on a qualitative approach, with (auto)biographical sources. The narratives were produced in four phases (initial narratives; deepening; narrative interview and analysis). For analysis, three axes were established: "early times of life, schooling and significant learning"; "professional training, career insertion and significant learning" and "continuous professional development and significant learning". The investigation process allowed us to know the thoughts of the teachers, their life stories, their professional contexts, and offered evidence of their formative experiences. The teachers highlighted: sign language as a foundation in all aspects of their trajectories; the centrality of deaf students in their teaching actions; the school as a locus of professional training; the importance of support from teachers and experienced professionals during the period of initiation into teaching; among other significant experiences for their teaching learning processes. Faced with these considerations, the study indicates the importance that, in the implementation of training processes, in different areas, be taken into account: the specific needs of deaf teachers, the impossibility of separating personal and professional dimensions and the potential of research with sources (auto)biographical for the personalization of these actions. |
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Barbosa, Erica AlvesReali, Aline Maria de Medeiros Rodrigueshttp://lattes.cnpq.br/3250195451890332http://lattes.cnpq.br/10501590242373971de813fc-2e43-474d-85f1-2ffa98deecfc2023-02-06T17:31:04Z2023-02-06T17:31:04Z2022-12-16BARBOSA, Erica Alves. Narrativas (auto) biográficas de professoras surdas: um olhar para a aprendizagem da docência. 2022. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/17343.https://repositorio.ufscar.br/handle/ufscar/17343We start from the assumption that learning how to teach is a continuous process, which occurs throughout life and does not exclusively refer to stagnant training moments, and that the quality of educational processes is, among other factors, related to the teacher and his/her teaching. In the context of deaf education, the "deaf teacher" has a central role in this discussion. Thus, we seek to analyze the teaching learning process of three deaf teachers who work with children in kindergarten and the first years of elementary school. In chapter one, we discuss questions about the field of teacher training, with regard to teaching learning concepts (Mizukami, Marcelo, Vaillant, Tancredi, Imbernón), reflective processes (Zeichner, Knowles, Cole and Presswood, Day), formative experiences (Josso), among others. We associate this with the discussion on aspects related to the specificity and challenges of learning to teach deaf teachers (Lacerda, Martins, Goes and Lodi). The research is based on a qualitative approach, with (auto)biographical sources. The narratives were produced in four phases (initial narratives; deepening; narrative interview and analysis). For analysis, three axes were established: "early times of life, schooling and significant learning"; "professional training, career insertion and significant learning" and "continuous professional development and significant learning". The investigation process allowed us to know the thoughts of the teachers, their life stories, their professional contexts, and offered evidence of their formative experiences. The teachers highlighted: sign language as a foundation in all aspects of their trajectories; the centrality of deaf students in their teaching actions; the school as a locus of professional training; the importance of support from teachers and experienced professionals during the period of initiation into teaching; among other significant experiences for their teaching learning processes. Faced with these considerations, the study indicates the importance that, in the implementation of training processes, in different areas, be taken into account: the specific needs of deaf teachers, the impossibility of separating personal and professional dimensions and the potential of research with sources (auto)biographical for the personalization of these actions.Partimos do pressuposto de que aprender a ensinar é um processo contínuo, que ocorre, ao longo da vida e não se refere, exclusivamente, a momentos estanques de formação e que a qualidade dos processos educativos está, entre outros fatores, relacionada ao docente e ao seu ensino. No contexto da educação de surdos, o "professor surdo" tem um papel central nessa discussão. Assim, buscamos analisar o processo de aprendizagem da docência de três professoras surdas que atuam com crianças da Educação Infantil e dos primeiros anos do Ensino Fundamental. No capítulo um, discutimos questões a respeito do campo da formação de professores, no que se refere aos conceitos de aprendizagem da docência (Mizukami, Marcelo, Vaillant, Tancredi, Imbernón), processos reflexivos (Zeichner, Knowles, Cole e Presswood, Day), experiências formadoras (Josso), entre outros. Associamos a isso a discussão sobre aspectos referentes à especificidade e aos desafios da aprendizagem da docência de professores surdos (Lacerda, Martins, Goes e Lodi). A pesquisa é norteada, com base na abordagem qualitativa, com fontes (auto)biográficas. As narrativas foram produzidas em quatro fases (narrativas iniciais; aprofundamento; entrevista narrativa e análise). Para a análise, foram estabelecidos três eixos: "primeiros tempos de vida, escolarização e aprendizagens significativas"; "formação profissional, inserção na carreira e aprendizagens significativas" e "Desenvolvimento profissional contínuo e aprendizagens significativas". O processo de investigação possibilitou conhecermos os pensamentos das professoras, suas histórias de vida, seus contextos profissionais e nos ofereceu indícios de suas experiências formativas. As professoras destacaram: a língua de sinais como fundante em todos os aspectos de suas trajetórias; a centralidade dos estudantes surdos em suas ações docentes; a escola como locus de formação profissional; a importância do apoio de professores e profissionais experientes durante o período de iniciação à docência; dentre outras experiências significativas para os seus processos de aprendizagem da docência. Quanto a essas considerações, o estudo indica a importância que, nas implementações de processos formativos, em diferentes âmbitos, sejam levadas em conta: as necessidades específicas dos professores surdos, a impossibilidade da separação das dimensões pessoais e profissionais e a potencialidade da pesquisa com fontes (auto)biográficas para a personalização dessas ações.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessFormação de professoresProfessores surdosAprendizagem da docênciaNarrativas (auto) biográficasNarrativas surdasTeacher trainingDeaf teachersTeaching learning(Auto)biographical narrativesDeaf narrativesCIENCIAS HUMANAS::EDUCACAONarrativas (auto) biográficas de professoras surdas: um olhar para a aprendizagem da docênciaBiographical (self) narratives of deaf teachers: a look at teaching learninginfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis6006005dad53b4-f4f2-4c92-b369-473de23cc8dareponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALTesefinal - Erica Alves Barbosa.pdfTesefinal - Erica Alves Barbosa.pdfTese finalapplication/pdf10585201https://repositorio.ufscar.br/bitstream/ufscar/17343/1/Tesefinal%20-%20Erica%20Alves%20Barbosa.pdfca38c802db2a2e27c726503b8b92d351MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8810https://repositorio.ufscar.br/bitstream/ufscar/17343/3/license_rdff337d95da1fce0a22c77480e5e9a7aecMD53TEXTTesefinal - Erica Alves Barbosa.pdf.txtTesefinal - Erica Alves Barbosa.pdf.txtExtracted texttext/plain429034https://repositorio.ufscar.br/bitstream/ufscar/17343/4/Tesefinal%20-%20Erica%20Alves%20Barbosa.pdf.txt1c3b5b742c162f974fc453548954a284MD54THUMBNAILTesefinal - Erica Alves Barbosa.pdf.jpgTesefinal - Erica Alves Barbosa.pdf.jpgIM Thumbnailimage/jpeg7640https://repositorio.ufscar.br/bitstream/ufscar/17343/5/Tesefinal%20-%20Erica%20Alves%20Barbosa.pdf.jpg53a866bd791cc527351730d772b1c4deMD55ufscar/173432023-09-18 18:32:29.709oai:repositorio.ufscar.br:ufscar/17343Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:32:29Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Narrativas (auto) biográficas de professoras surdas: um olhar para a aprendizagem da docência |
dc.title.alternative.eng.fl_str_mv |
Biographical (self) narratives of deaf teachers: a look at teaching learning |
title |
Narrativas (auto) biográficas de professoras surdas: um olhar para a aprendizagem da docência |
spellingShingle |
Narrativas (auto) biográficas de professoras surdas: um olhar para a aprendizagem da docência Barbosa, Erica Alves Formação de professores Professores surdos Aprendizagem da docência Narrativas (auto) biográficas Narrativas surdas Teacher training Deaf teachers Teaching learning (Auto)biographical narratives Deaf narratives CIENCIAS HUMANAS::EDUCACAO |
title_short |
Narrativas (auto) biográficas de professoras surdas: um olhar para a aprendizagem da docência |
title_full |
Narrativas (auto) biográficas de professoras surdas: um olhar para a aprendizagem da docência |
title_fullStr |
Narrativas (auto) biográficas de professoras surdas: um olhar para a aprendizagem da docência |
title_full_unstemmed |
Narrativas (auto) biográficas de professoras surdas: um olhar para a aprendizagem da docência |
title_sort |
Narrativas (auto) biográficas de professoras surdas: um olhar para a aprendizagem da docência |
author |
Barbosa, Erica Alves |
author_facet |
Barbosa, Erica Alves |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/1050159024237397 |
dc.contributor.author.fl_str_mv |
Barbosa, Erica Alves |
dc.contributor.advisor1.fl_str_mv |
Reali, Aline Maria de Medeiros Rodrigues |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3250195451890332 |
dc.contributor.authorID.fl_str_mv |
1de813fc-2e43-474d-85f1-2ffa98deecfc |
contributor_str_mv |
Reali, Aline Maria de Medeiros Rodrigues |
dc.subject.por.fl_str_mv |
Formação de professores Professores surdos Aprendizagem da docência Narrativas (auto) biográficas Narrativas surdas |
topic |
Formação de professores Professores surdos Aprendizagem da docência Narrativas (auto) biográficas Narrativas surdas Teacher training Deaf teachers Teaching learning (Auto)biographical narratives Deaf narratives CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teacher training Deaf teachers Teaching learning (Auto)biographical narratives Deaf narratives |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
We start from the assumption that learning how to teach is a continuous process, which occurs throughout life and does not exclusively refer to stagnant training moments, and that the quality of educational processes is, among other factors, related to the teacher and his/her teaching. In the context of deaf education, the "deaf teacher" has a central role in this discussion. Thus, we seek to analyze the teaching learning process of three deaf teachers who work with children in kindergarten and the first years of elementary school. In chapter one, we discuss questions about the field of teacher training, with regard to teaching learning concepts (Mizukami, Marcelo, Vaillant, Tancredi, Imbernón), reflective processes (Zeichner, Knowles, Cole and Presswood, Day), formative experiences (Josso), among others. We associate this with the discussion on aspects related to the specificity and challenges of learning to teach deaf teachers (Lacerda, Martins, Goes and Lodi). The research is based on a qualitative approach, with (auto)biographical sources. The narratives were produced in four phases (initial narratives; deepening; narrative interview and analysis). For analysis, three axes were established: "early times of life, schooling and significant learning"; "professional training, career insertion and significant learning" and "continuous professional development and significant learning". The investigation process allowed us to know the thoughts of the teachers, their life stories, their professional contexts, and offered evidence of their formative experiences. The teachers highlighted: sign language as a foundation in all aspects of their trajectories; the centrality of deaf students in their teaching actions; the school as a locus of professional training; the importance of support from teachers and experienced professionals during the period of initiation into teaching; among other significant experiences for their teaching learning processes. Faced with these considerations, the study indicates the importance that, in the implementation of training processes, in different areas, be taken into account: the specific needs of deaf teachers, the impossibility of separating personal and professional dimensions and the potential of research with sources (auto)biographical for the personalization of these actions. |
publishDate |
2022 |
dc.date.issued.fl_str_mv |
2022-12-16 |
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2023-02-06T17:31:04Z |
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2023-02-06T17:31:04Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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BARBOSA, Erica Alves. Narrativas (auto) biográficas de professoras surdas: um olhar para a aprendizagem da docência. 2022. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/17343. |
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https://repositorio.ufscar.br/handle/ufscar/17343 |
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BARBOSA, Erica Alves. Narrativas (auto) biográficas de professoras surdas: um olhar para a aprendizagem da docência. 2022. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/17343. |
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Universidade Federal de São Carlos Câmpus São Carlos |
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