Rompendo o silêncio: dimensões da experiência de professoras/es surdas/os na educação básica
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFPB |
Texto Completo: | https://repositorio.ufpb.br/jspui/handle/123456789/22011 |
Resumo: | The present work seeks to look at the experiences of deaf people in the teaching profession, contribute for their silencing not to be replicated. The study originated from the experiences and concerns of the teacher-researcher, when observing deaf teachers in challenging situations in schools self-designated as inclusive. Those concerns originated the present thesis research, whose overall goal is to analyze teaching experiences of deaf teachers in schools which are thought and planned for listeners. Specifically, it is intended to identify and reflect about the stressful situations inscribed in such experiences; narrate significant moments that reveal the charms and disappointments about being a deaf teacher in schools for listeners; and problematize the interactions of the deaf professionals in the school environment and how they see and feel the perceptions and points of view of students and other teachers and professionals in the school.This investigation was carried out in the Post-graduation Program in Education, linked to the Cultural Studies in Education research line, at the Federal University of Paraíba (UFPB), and is based on Deaf Studies, of Education and Deaf Studies, coupled with sociological discussions on condition / teaching work and teacher sociocultural individuals. The analytical material was produced from field observations and narrative interviews, conducted in four Basic Education schools in João Pessoa-PB; and involved six deaf teachers. The data collection period occurred from October to December 2019. This work developed the thesis that teaching experiences by deaf people, in so-called inclusive schools, are constituted by multiple tensions and lead to processes of stigmatization and inferiorization and cause, at the same time, the search for recognition. These are situations and contexts in which the deaf teachers are in the condition of excluded from within the school and subordinate inclusion, in the terms used by Pierre Bourdieu and Patrick Champagne (1998) and José de Souza Martins (2009), respectively. |
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Rompendo o silêncio: dimensões da experiência de professoras/es surdas/os na educação básicaProfessoras/es surdas/osExperiências docentesCultura surdaCorpos surdosInclusão subalternaDeaf teachersTeaching experiencesDeaf cultureDeaf bodiesSubordinate inclusionCNPQ::CIENCIAS HUMANAS::EDUCACAOThe present work seeks to look at the experiences of deaf people in the teaching profession, contribute for their silencing not to be replicated. The study originated from the experiences and concerns of the teacher-researcher, when observing deaf teachers in challenging situations in schools self-designated as inclusive. Those concerns originated the present thesis research, whose overall goal is to analyze teaching experiences of deaf teachers in schools which are thought and planned for listeners. Specifically, it is intended to identify and reflect about the stressful situations inscribed in such experiences; narrate significant moments that reveal the charms and disappointments about being a deaf teacher in schools for listeners; and problematize the interactions of the deaf professionals in the school environment and how they see and feel the perceptions and points of view of students and other teachers and professionals in the school.This investigation was carried out in the Post-graduation Program in Education, linked to the Cultural Studies in Education research line, at the Federal University of Paraíba (UFPB), and is based on Deaf Studies, of Education and Deaf Studies, coupled with sociological discussions on condition / teaching work and teacher sociocultural individuals. The analytical material was produced from field observations and narrative interviews, conducted in four Basic Education schools in João Pessoa-PB; and involved six deaf teachers. The data collection period occurred from October to December 2019. This work developed the thesis that teaching experiences by deaf people, in so-called inclusive schools, are constituted by multiple tensions and lead to processes of stigmatization and inferiorization and cause, at the same time, the search for recognition. These are situations and contexts in which the deaf teachers are in the condition of excluded from within the school and subordinate inclusion, in the terms used by Pierre Bourdieu and Patrick Champagne (1998) and José de Souza Martins (2009), respectively.NenhumaO presente trabalho busca olhar para as experiências das pessoas surdas na condição docente, de modo a contribuir para que seus silenciamentos não se reproduzam. A problemática originou-se a partir das vivências da professora-pesquisadora ao observar docentes surdas/os em situações desafiadoras nas escolas autodenominadas inclusivas. A inquietação deu origem a esta pesquisa de tese, cujo objetivo geral é analisar as experiências docentes de professoras/es surdas/os em escolas pensadas e planejadas para ouvintes. Especificamente, pretende-se identificar e refletir sobre as situações de tensão inscritas em tais experiências; narrar momentos significativos que revelam encantos e desencantos sobre ser docente surda/o em escolas para ouvintes; e problematizar as interações escolares das/os profissionais surdas/os no ambiente escolar e como estas/es veem ou sentem as percepções e visões por parte de outros sujeitos docentes, discentes e demais profissionais da escola. Trata-se de uma investigação produzida no Programa de Pós-Graduação em Educação, na linha de pesquisa dos Estudos Culturais da Educação, da Universidade Federal da Paraíba, baseada nos Estudos Surdos, somados a discussões sociológicas sobre condição/trabalho docente e sujeitos socioculturais professoras/es. A materialidade analítica foi produzida a partir das observações e entrevistas narrativas, realizadas em quatro escolas da Educação Básica de João Pessoa-PB, e envolveu seis docentes surdas/os. O período da produção do material empírico ocorreu de outubro a dezembro de 2019. Com este trabalho, desenvolveu-se a tese de que as experiências docentes vividas por pessoas surdas, em escolas ditas inclusivas, são constituídas por múltiplas tensões e dão origem a processos de estigmatização e inferiorização e, ao mesmo tempo, a busca por reconhecimento. Trata-se de situações e contextos nos quais as/os docentes surdas/os encontram-se na condição de excluídos do interior e de inclusão subalterna, termos de Pierre Bourdieu e Patrick Champagne (1998) e José de Souza Martins (1997), respectivamente.Universidade Federal da ParaíbaBrasilEducaçãoPrograma de Pós-Graduação em EducaçãoUFPBSilva, Jeane Félix dahttp://lattes.cnpq.br/7927273805588210Teixeira, Inês Assunção de Castrohttp://lattes.cnpq.br/1047127256639285Silva, Gracileide Alves da2022-02-03T18:02:45Z2021-11-122022-02-03T18:02:45Z2021-10-19info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesishttps://repositorio.ufpb.br/jspui/handle/123456789/22011porAttribution-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nd/3.0/br/info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2022-08-09T15:57:01Zoai:repositorio.ufpb.br:123456789/22011Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2022-08-09T15:57:01Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
Rompendo o silêncio: dimensões da experiência de professoras/es surdas/os na educação básica |
title |
Rompendo o silêncio: dimensões da experiência de professoras/es surdas/os na educação básica |
spellingShingle |
Rompendo o silêncio: dimensões da experiência de professoras/es surdas/os na educação básica Silva, Gracileide Alves da Professoras/es surdas/os Experiências docentes Cultura surda Corpos surdos Inclusão subalterna Deaf teachers Teaching experiences Deaf culture Deaf bodies Subordinate inclusion CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Rompendo o silêncio: dimensões da experiência de professoras/es surdas/os na educação básica |
title_full |
Rompendo o silêncio: dimensões da experiência de professoras/es surdas/os na educação básica |
title_fullStr |
Rompendo o silêncio: dimensões da experiência de professoras/es surdas/os na educação básica |
title_full_unstemmed |
Rompendo o silêncio: dimensões da experiência de professoras/es surdas/os na educação básica |
title_sort |
Rompendo o silêncio: dimensões da experiência de professoras/es surdas/os na educação básica |
author |
Silva, Gracileide Alves da |
author_facet |
Silva, Gracileide Alves da |
author_role |
author |
dc.contributor.none.fl_str_mv |
Silva, Jeane Félix da http://lattes.cnpq.br/7927273805588210 Teixeira, Inês Assunção de Castro http://lattes.cnpq.br/1047127256639285 |
dc.contributor.author.fl_str_mv |
Silva, Gracileide Alves da |
dc.subject.por.fl_str_mv |
Professoras/es surdas/os Experiências docentes Cultura surda Corpos surdos Inclusão subalterna Deaf teachers Teaching experiences Deaf culture Deaf bodies Subordinate inclusion CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Professoras/es surdas/os Experiências docentes Cultura surda Corpos surdos Inclusão subalterna Deaf teachers Teaching experiences Deaf culture Deaf bodies Subordinate inclusion CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The present work seeks to look at the experiences of deaf people in the teaching profession, contribute for their silencing not to be replicated. The study originated from the experiences and concerns of the teacher-researcher, when observing deaf teachers in challenging situations in schools self-designated as inclusive. Those concerns originated the present thesis research, whose overall goal is to analyze teaching experiences of deaf teachers in schools which are thought and planned for listeners. Specifically, it is intended to identify and reflect about the stressful situations inscribed in such experiences; narrate significant moments that reveal the charms and disappointments about being a deaf teacher in schools for listeners; and problematize the interactions of the deaf professionals in the school environment and how they see and feel the perceptions and points of view of students and other teachers and professionals in the school.This investigation was carried out in the Post-graduation Program in Education, linked to the Cultural Studies in Education research line, at the Federal University of Paraíba (UFPB), and is based on Deaf Studies, of Education and Deaf Studies, coupled with sociological discussions on condition / teaching work and teacher sociocultural individuals. The analytical material was produced from field observations and narrative interviews, conducted in four Basic Education schools in João Pessoa-PB; and involved six deaf teachers. The data collection period occurred from October to December 2019. This work developed the thesis that teaching experiences by deaf people, in so-called inclusive schools, are constituted by multiple tensions and lead to processes of stigmatization and inferiorization and cause, at the same time, the search for recognition. These are situations and contexts in which the deaf teachers are in the condition of excluded from within the school and subordinate inclusion, in the terms used by Pierre Bourdieu and Patrick Champagne (1998) and José de Souza Martins (2009), respectively. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-11-12 2021-10-19 2022-02-03T18:02:45Z 2022-02-03T18:02:45Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufpb.br/jspui/handle/123456789/22011 |
url |
https://repositorio.ufpb.br/jspui/handle/123456789/22011 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ info:eu-repo/semantics/openAccess |
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Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Educação Programa de Pós-Graduação em Educação UFPB |
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Universidade Federal da Paraíba Brasil Educação Programa de Pós-Graduação em Educação UFPB |
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reponame:Biblioteca Digital de Teses e Dissertações da UFPB instname:Universidade Federal da Paraíba (UFPB) instacron:UFPB |
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Universidade Federal da Paraíba (UFPB) |
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Biblioteca Digital de Teses e Dissertações da UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB) |
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diretoria@ufpb.br|| diretoria@ufpb.br |
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