Experiências formativas de professoras de apoio educacional especializado recém-concursadas e regentes do município de Niterói – RJ

• Autor(a) principal: Gonçalves, Joyce da Silva Costa
• Data de Publicação: 2020
• Outros Autores: [e-mail]
• 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/1/19036
• topic: Narratives; Newly hired educational support teachers; Regular teachers; Inclusion; Narrativas; Professoras de apoio educacional especializado recém-concursadas; Professoras regentes; Inclusão; CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO

The present study socializes a formationresearch that has as objective to dialogue with concepts and practices of recently hired teachers specialized in educational support and regular teachers working with students commonly called people with disabilities, since these teachers have as challenge to potentialize knowledge and inclusive human formation. The school is being called to deal with a plurality of cultures and identities, also to recognize and value differences. Today, this is one of the greatest challenges to be faced by, the production of knowledge, giving a new meaning to inclusive educational practices. Based on this context, the research is developed through conversation circles, with an (auto)biographical narrative approach, reframing actions and building professional knowledgeas shared knowledge, involving researcher-teachers as participants of the process, and potentially modifying themselves and the other. During the formationresearch, we discuss individual and collective teacher training in such a way that, in the conversation circles, the notion of inclusion, pedagogical practices, collective planning and memory were the topics addressed and considered important to the teaching and learning process of students with disabilities. The narraties of shared experiencesled us to appropriatethese in order to understand ourseles. As results the study points to the understanding that each teacher is a historical-cultural being who is living a certain moment in life and that we started in our professional, personal and collective trajectory with some uncertainties about the complex universe of inclusion of the so-called students with disabilities, who have long accompanied us.Understanding that we are in a collective relationship and that they are all part of the work developed by a pedagogical movement.