Configurações subjetivas de alunos com deficiência visual sobre processos de escolarização no ensino médio
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/11276 |
Resumo: | Valuing the search for the materialization of the right to inclusive education and other cultural goods, the present study focuses on the developmental conditions of the schooling of students with visual impairment in high school, since historically they are people who have endured harmful representations of disability or extraordinariness; where exclusion, prejudice and disinformation about rights still prevail. We produced a research with visually impaired students from a municipality in the interior of the State of Pará, with a focus on the theory of subjectivity and its qualitative epistemology. This is a multiple case study using the constructive-interpretive method. The participants were three visually impaired students from high school and the main objective of the study was to understand the processes of subjectivation made up of blind students with low vision about the processes of schooling in high school. The production of information with these participants is justified by the fact that they are subjects in the condition of disability who experience or experienced different school realities, being individuals with the capacity to express themselves in depth about the research topic. Seeking to achieve an open dialogic communication with the participants, we promoted several meetings to build a social research scene; from there we begin to use the instruments individually with each of them, to produce the information; in which, first, we used a questionnaire, followed by an interview script, followed by an oral sentence completion and we ended with a conversational dynamic. During the dialogues, the participants brought narratives and statements about the factual situations of their experiences in the common room, and the implications of the condition of disability, which always coincided with the condition of individuals, became apparent. Expressions emerged that pointed to a bipolarization of "worlds" of people with and without disabilities, which made it possible to understand that the challenge of school inclusion would be the capacity for interrelationship, which must be assumed by all. We identified some experiences also surrounded by the issue of disability, the transfer of the classroom due to the normative adequacy of the amount of student, situations experienced in a common classroom marked by the forgetfulness or treatment of invisibility by the teachers, but also the support of the colleagues without disabilities, who collaborated in the development of activities. Uniquely, the three cases evidenced how the passage through secondary education seemed important to impact subjective configurations of students with visual impairment, reducing the senses of loss, allowing access to knowledge, personal development, and progression in the schooling process. The information shows that in the context of the greatest barriers, it is that the processes of subjectivation are more mobilized by impelling and teaching individuals to face them as subjects that started to self-affirm, decentralized from a homogeneous school social condition. It is hoped that the design of a multiple case study using the constructive-interpretive method has contributed to show the singularities of the subjective configurations of blind individuals with low vision about their schooling in high school. |
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Sales, Edinaldo BomfimMendes, Enicéia Gonçalveshttp://lattes.cnpq.br/3897627554738983http://lattes.cnpq.br/1710068825123134887e8da9-0441-42cc-b2f9-12bd65c998232019-04-18T19:32:23Z2019-04-18T19:32:23Z2019-02-25SALES, Edinaldo Bomfim. Configurações subjetivas de alunos com deficiência visual sobre processos de escolarização no ensino médio. 2019. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/11276.https://repositorio.ufscar.br/handle/ufscar/11276Valuing the search for the materialization of the right to inclusive education and other cultural goods, the present study focuses on the developmental conditions of the schooling of students with visual impairment in high school, since historically they are people who have endured harmful representations of disability or extraordinariness; where exclusion, prejudice and disinformation about rights still prevail. We produced a research with visually impaired students from a municipality in the interior of the State of Pará, with a focus on the theory of subjectivity and its qualitative epistemology. This is a multiple case study using the constructive-interpretive method. The participants were three visually impaired students from high school and the main objective of the study was to understand the processes of subjectivation made up of blind students with low vision about the processes of schooling in high school. The production of information with these participants is justified by the fact that they are subjects in the condition of disability who experience or experienced different school realities, being individuals with the capacity to express themselves in depth about the research topic. Seeking to achieve an open dialogic communication with the participants, we promoted several meetings to build a social research scene; from there we begin to use the instruments individually with each of them, to produce the information; in which, first, we used a questionnaire, followed by an interview script, followed by an oral sentence completion and we ended with a conversational dynamic. During the dialogues, the participants brought narratives and statements about the factual situations of their experiences in the common room, and the implications of the condition of disability, which always coincided with the condition of individuals, became apparent. Expressions emerged that pointed to a bipolarization of "worlds" of people with and without disabilities, which made it possible to understand that the challenge of school inclusion would be the capacity for interrelationship, which must be assumed by all. We identified some experiences also surrounded by the issue of disability, the transfer of the classroom due to the normative adequacy of the amount of student, situations experienced in a common classroom marked by the forgetfulness or treatment of invisibility by the teachers, but also the support of the colleagues without disabilities, who collaborated in the development of activities. Uniquely, the three cases evidenced how the passage through secondary education seemed important to impact subjective configurations of students with visual impairment, reducing the senses of loss, allowing access to knowledge, personal development, and progression in the schooling process. The information shows that in the context of the greatest barriers, it is that the processes of subjectivation are more mobilized by impelling and teaching individuals to face them as subjects that started to self-affirm, decentralized from a homogeneous school social condition. It is hoped that the design of a multiple case study using the constructive-interpretive method has contributed to show the singularities of the subjective configurations of blind individuals with low vision about their schooling in high school.Valorando a busca pela materialização do direito à educação inclusiva e aos outros bens culturais, o presente estudo teve como foco investigar as condições de desenvolvimento da escolarização dos alunos com deficiência visual do Ensino Médio, pois, historicamente, são pessoas que vem suportando nocivas representações da incapacidade ou extraordinariedade; no qual a exclusão, o preconceito e a desinformação sobre direitos ainda predominam. Produzimos uma pesquisa com alunos com deficiência visual de um município do interior do Estado do Pará, com fulcro na teoria da subjetividade e sua epistemologia qualitativa. Tratou-se de um estudo de caso múltiplo por via do método construtivo-interpretativo. Os participantes foram três alunos com deficiência visual egressos do ensino médio e o estudo teve como objetivo maior compreender os processos de subjetivação constituídos por alunos cegos e com baixa visão acerca dos processos de escolarização no Ensino Médio. A produção das informações junto a esses participantes justificou-se pelo fato de serem sujeitos em condição de deficiência que vivenciaram realidades escolares diversas, sendo indivíduos com propriedade para se manifestarem com profundidade sobre o tema da pesquisa. Buscando alcançar uma comunicação dialógica aberta com os participantes, promovemos vários encontros para construir um cenário social de pesquisa; a partir daí passamos a utilizar os instrumentos de forma individual com cada um deles, para produzir as informações. Primeiramente, utilizamos um questionário, seguido de um roteiro de entrevista, seguido por um completamento oral de frases e finalizamos com uma dinâmica conversacional. Durante os diálogos os participantes trouxeram narrativas e posicionamentos sobre situações fáticas de suas vivências na sala comum e foram patentes as implicações geradas pela condição de deficiência que sempre contracenava com a condição dos indivíduos. Emergiram expressões que apontaram para uma bipolarização de “mundos” das pessoas com e sem deficiência que possibilitaram compreender que o desafio de inclusão escolar seria a capacidade deinter-relação que deve ser assumida por todos. Identificamos algumas experiências também circundadas pela questão da deficiência, a transferência de sala de aula em função de adequação normativa da quantidade de aluno, situações vivenciadas em sala de aula comum marcadas pelo esquecimento ou tratamento de invisibilidade por parte dos professores, mas também o apoio dos colegas sem deficiência que colaboravam no desenvolvimento das atividades. Singularmente, os três casos evidenciaram o quanto a passagem pelo ensino médio pareceu importante para impactar configurações subjetivas dos estudantes com deficiência visual, reduzindo os sentidos de menos valia e possibilitando acesso ao conhecimento, desenvolvimento pessoal e à progressão no processo de escolarização. As informações deram conta de que no contexto em que estavam as maiores barreiras é que os processos de subjetivação mais se mobilizaram, impulsionando e ensinando os indivíduos a enfrentá-las como sujeitos que passaram a se auto afirmar, descentrados de uma condição social escolar homogênea. Espera-se que o delineamento adotado, estudo de caso múltiplo, por via do método construtivo-interpretativo, tenha contribuído para mostrar as singularidades das configurações subjetivas de indivíduos cegos e com baixa visão sobre sua escolarização no Ensino Médio.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarDeficiência visualEscolarizaçãoEnsino médioSubjetividadeVisual impairmentSchoolingHigh schoolSubjectivityCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAOConfigurações subjetivas de alunos com deficiência visual sobre processos de escolarização no ensino médioinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisOnline6006003ed1db7c-9efd-477c-babb-fe4fa24cbf3cinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALBOMFIM_SALES_Edinaldo_dissertação.pdfBOMFIM_SALES_Edinaldo_dissertação.pdfapplication/pdf2091435https://repositorio.ufscar.br/bitstream/ufscar/11276/1/BOMFIM_SALES_Edinaldo_disserta%c3%a7%c3%a3o.pdf1bf5c71d0a17a42b04b94dcb2c08aed1MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-81957https://repositorio.ufscar.br/bitstream/ufscar/11276/4/license.txtae0398b6f8b235e40ad82cba6c50031dMD54TEXTBOMFIM_SALES_Edinaldo_dissertação.pdf.txtBOMFIM_SALES_Edinaldo_dissertação.pdf.txtExtracted texttext/plain352792https://repositorio.ufscar.br/bitstream/ufscar/11276/5/BOMFIM_SALES_Edinaldo_disserta%c3%a7%c3%a3o.pdf.txt77153fbcedfa07d6a5dd8d0ec65d4078MD55THUMBNAILBOMFIM_SALES_Edinaldo_dissertação.pdf.jpgBOMFIM_SALES_Edinaldo_dissertação.pdf.jpgIM Thumbnailimage/jpeg5703https://repositorio.ufscar.br/bitstream/ufscar/11276/6/BOMFIM_SALES_Edinaldo_disserta%c3%a7%c3%a3o.pdf.jpga16de1a12881ac6755b5e4fb78d3b8c6MD56ufscar/112762023-09-18 18:31:21.615oai:repositorio.ufscar.br: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Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:21Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Configurações subjetivas de alunos com deficiência visual sobre processos de escolarização no ensino médio |
title |
Configurações subjetivas de alunos com deficiência visual sobre processos de escolarização no ensino médio |
spellingShingle |
Configurações subjetivas de alunos com deficiência visual sobre processos de escolarização no ensino médio Sales, Edinaldo Bomfim Deficiência visual Escolarização Ensino médio Subjetividade Visual impairment Schooling High school Subjectivity CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
title_short |
Configurações subjetivas de alunos com deficiência visual sobre processos de escolarização no ensino médio |
title_full |
Configurações subjetivas de alunos com deficiência visual sobre processos de escolarização no ensino médio |
title_fullStr |
Configurações subjetivas de alunos com deficiência visual sobre processos de escolarização no ensino médio |
title_full_unstemmed |
Configurações subjetivas de alunos com deficiência visual sobre processos de escolarização no ensino médio |
title_sort |
Configurações subjetivas de alunos com deficiência visual sobre processos de escolarização no ensino médio |
author |
Sales, Edinaldo Bomfim |
author_facet |
Sales, Edinaldo Bomfim |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/1710068825123134 |
dc.contributor.author.fl_str_mv |
Sales, Edinaldo Bomfim |
dc.contributor.advisor1.fl_str_mv |
Mendes, Enicéia Gonçalves |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3897627554738983 |
dc.contributor.authorID.fl_str_mv |
887e8da9-0441-42cc-b2f9-12bd65c99823 |
contributor_str_mv |
Mendes, Enicéia Gonçalves |
dc.subject.por.fl_str_mv |
Deficiência visual Escolarização Ensino médio Subjetividade |
topic |
Deficiência visual Escolarização Ensino médio Subjetividade Visual impairment Schooling High school Subjectivity CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
dc.subject.eng.fl_str_mv |
Visual impairment Schooling High school Subjectivity |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
description |
Valuing the search for the materialization of the right to inclusive education and other cultural goods, the present study focuses on the developmental conditions of the schooling of students with visual impairment in high school, since historically they are people who have endured harmful representations of disability or extraordinariness; where exclusion, prejudice and disinformation about rights still prevail. We produced a research with visually impaired students from a municipality in the interior of the State of Pará, with a focus on the theory of subjectivity and its qualitative epistemology. This is a multiple case study using the constructive-interpretive method. The participants were three visually impaired students from high school and the main objective of the study was to understand the processes of subjectivation made up of blind students with low vision about the processes of schooling in high school. The production of information with these participants is justified by the fact that they are subjects in the condition of disability who experience or experienced different school realities, being individuals with the capacity to express themselves in depth about the research topic. Seeking to achieve an open dialogic communication with the participants, we promoted several meetings to build a social research scene; from there we begin to use the instruments individually with each of them, to produce the information; in which, first, we used a questionnaire, followed by an interview script, followed by an oral sentence completion and we ended with a conversational dynamic. During the dialogues, the participants brought narratives and statements about the factual situations of their experiences in the common room, and the implications of the condition of disability, which always coincided with the condition of individuals, became apparent. Expressions emerged that pointed to a bipolarization of "worlds" of people with and without disabilities, which made it possible to understand that the challenge of school inclusion would be the capacity for interrelationship, which must be assumed by all. We identified some experiences also surrounded by the issue of disability, the transfer of the classroom due to the normative adequacy of the amount of student, situations experienced in a common classroom marked by the forgetfulness or treatment of invisibility by the teachers, but also the support of the colleagues without disabilities, who collaborated in the development of activities. Uniquely, the three cases evidenced how the passage through secondary education seemed important to impact subjective configurations of students with visual impairment, reducing the senses of loss, allowing access to knowledge, personal development, and progression in the schooling process. The information shows that in the context of the greatest barriers, it is that the processes of subjectivation are more mobilized by impelling and teaching individuals to face them as subjects that started to self-affirm, decentralized from a homogeneous school social condition. It is hoped that the design of a multiple case study using the constructive-interpretive method has contributed to show the singularities of the subjective configurations of blind individuals with low vision about their schooling in high school. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-04-18T19:32:23Z |
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2019-04-18T19:32:23Z |
dc.date.issued.fl_str_mv |
2019-02-25 |
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SALES, Edinaldo Bomfim. Configurações subjetivas de alunos com deficiência visual sobre processos de escolarização no ensino médio. 2019. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/11276. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/11276 |
identifier_str_mv |
SALES, Edinaldo Bomfim. Configurações subjetivas de alunos com deficiência visual sobre processos de escolarização no ensino médio. 2019. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/11276. |
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Universidade Federal de São Carlos Câmpus São Carlos |
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Programa de Pós-Graduação em Educação Especial - PPGEEs |
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UFSCar |
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Universidade Federal de São Carlos Câmpus São Carlos |
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