Surdo que é professor: formação por meio da filosofia e da constituição de um espaço pedagógico

• Autor(a) principal: Penha, Nilma Moreira da
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/8609
• topic: formation; Deaf-Professor; experience of self; Technology of the Self; Experiência de Si; Surdo-Professor; Educação; Experiência de vida; Prática de ensino - Experiências; Professores - Formação; Professores de educação especial - Formação; Surdez - Educação; Tecnologia - Experiências - Educação; 37

The question that mobilized this research was: What are the effects of the Experiment-Deafness crossings in the teaching practices of the Deaf teacher? It is the guiding thread of this work that brings a discussion about the teacher formation of the Deaf who is Teacher, through the experience of the deaf Being in the exercise of teaching in the grid of intelligibility of inclusion. Thus, the main objective of the study was to understand the formation of the Deaf who is Professor through the philosophical reflections in the conversation wheels so that it is possible the constitution of the pedagogical space as practices in the teacher-student relationship. The research was carried out in the Municipality of Vitória, in partnership with the special education division of the Education Department of this municipality with the Interinstitutional Group of Researches in Pounds and Education of the Deaf (GIPLES) for the creation of an extension project that aimed at the formation Of these teachers. We used the "Wheels of Conversations" as a methodological procedure, taking as theoretical and methodological inspiration the Foucaultian discussions, along with other authors, using the 'Experience of Self' and ' Technologies of the Self' tools concepts to analyze the data produced during the search. And finally we conclude that through the experience of self, the deaf who are teachers re-signify their teaching practices, enhancing the crossing of being deaf in this process.