Educação Especial e Formação de Professores: (re)articulações de sentidos em foco

• Autor(a) principal: Paiva, Rafaela de Sousa
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/17569
• topic: Teacher Training; Special Education; Discursive Approach; Curriculum; Educação; Professores – Formação; Currículo; Formação de Professores; Educação Especial; Perspectiva discursiva; CIENCIAS HUMANAS::EDUCACAO::CURRICULO

This work seeks to investigate the fields of Special Education and Teacher Training. More specifically, the aim of this research is to understand which processes of articulation, discourse and meaning are produced when the fields of special education and teacher training converse with each other, for example on the need for ongoing training for teachers working in special education. A literature review was carried out for this research, the aim of which was to allow for a (re)presentation of the fields of special education and teacher training, with emphasis on the historical landmarks, struggles and academic trajectories of both. In addition, this dissertation is an attempt to plot the meanings that drive the conversation between the two fields. With regards to methodology, this research is anchored in a theoretical-strategic review, based on the theoretical ideas of Alice Lopes and Elizabeth Macedo, discourse theory according to Ernesto Laclau and on the field of curriculum, Chantal Mouffe. Theoretical and empirical issues underpinned by the concepts of discourse, articulation and nodal points were considered with a view to activating meanings that bridge discursive constructions between special education and teacher training. In an important finding of this research, I conclude that discursive production and the process of articulation between special education and teacher training is sustained in relationships that highlight the discourses of the failed teacher and continuous training. As such, the discourses identified that sustain the relationship studied throughout this research demonstrate the reduction of the articulatory process, meaning it as limited. I conclude that this research indicates and considers important the need to broaden the scope of issues that articulate these two fields of knowledge.