Imaginários e saberes docentes na escola inclusiva: um estudo dos processos de formação e autoformação
Autor(a) principal: | |
---|---|
Data de Publicação: | 2005 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/7300 |
Resumo: | This work is inserted in the line of teachers education and presents the research carried out with three elementary school teachers who work with students with special needs. They are included in the regular classroom in a public school from Santa Maria, RS. The inclusion became a challenge mainly for teachers that are not graduated in Special Education. In this way, one searched an approximation in the representation of these teachers in relation to the school inclusion by aiming to understand the construction of teachers knowledge in this context. The social imaginary served as theoretical support by making possible to know instituted images and images which institute in the teachers representations. The used methodology was based on memory, an essential instrument in the work with Life History because it promotes the resumption of experiences during the education journey. With this investigation, one noted that, although the collaborator teachers do not have professional knowledge concerning the deficiencies, they construct experienced knowledge before the needs that arise daily. It means that teachers learn to work with the included students in the everyday professional practice and experience. Besides that, one perceived the influence of another two factors over the learning of those teachers facing the inclusion: interaction with colleagues and time. The interaction they establish with colleagues and mainly with the special educators from the school is fundamental in order to change information and knowledge aiming as well as to elaborate teaching strategies. Teachers knowledge is a temporal construction and teaching supposes learning and dominating progressively the knowledge to work. To work with included students is also a construction crossed by temporality and learning. Besides, one noted that school could be thought as a space/time of education involving everyone in the inclusion process. |
id |
UFSM_2fae335e08a1b03144ee483b28e407ac |
---|---|
oai_identifier_str |
oai:repositorio.ufsm.br:1/7300 |
network_acronym_str |
UFSM |
network_name_str |
Manancial - Repositório Digital da UFSM |
repository_id_str |
|
spelling |
Imaginários e saberes docentes na escola inclusiva: um estudo dos processos de formação e autoformaçãoImaginary and teachers knowledge in the inclusive school: a study of education and auto-education processesEducaçãoEnsinoImaginárioInclusão escolarFormação de professoresCNPQ::CIENCIAS HUMANAS::EDUCACAOThis work is inserted in the line of teachers education and presents the research carried out with three elementary school teachers who work with students with special needs. They are included in the regular classroom in a public school from Santa Maria, RS. The inclusion became a challenge mainly for teachers that are not graduated in Special Education. In this way, one searched an approximation in the representation of these teachers in relation to the school inclusion by aiming to understand the construction of teachers knowledge in this context. The social imaginary served as theoretical support by making possible to know instituted images and images which institute in the teachers representations. The used methodology was based on memory, an essential instrument in the work with Life History because it promotes the resumption of experiences during the education journey. With this investigation, one noted that, although the collaborator teachers do not have professional knowledge concerning the deficiencies, they construct experienced knowledge before the needs that arise daily. It means that teachers learn to work with the included students in the everyday professional practice and experience. Besides that, one perceived the influence of another two factors over the learning of those teachers facing the inclusion: interaction with colleagues and time. The interaction they establish with colleagues and mainly with the special educators from the school is fundamental in order to change information and knowledge aiming as well as to elaborate teaching strategies. Teachers knowledge is a temporal construction and teaching supposes learning and dominating progressively the knowledge to work. To work with included students is also a construction crossed by temporality and learning. Besides, one noted that school could be thought as a space/time of education involving everyone in the inclusion process.Este trabalho se insere na linha formação de professores e apresenta a pesquisa realizada com três professoras de ensino fundamental que trabalham com alunos com necessidades educacionais especiais incluídos no ensino regular de uma escola pública do município de Santa Maria, RS. A inclusão tornou-se um desafio, principalmente para os docentes que não possuem formação em Educação Especial. Desse modo, buscou-se uma aproximação das representações dessas professoras visando compreender a construção dos saberes docentes neste contexto. O Imaginário Social serviu de suporte teórico possibilitando conhecer imagens instituídas e instituintes nas representações das professoras. A metodologia utilizada pautou-se na memória, instrumento essencial no trabalho com História de Vida, promovendo a retomada do vivido durante os percursos de formação.Com esta investigação, constatou-se que apesar de não possuírem saberes profissionais referentes às deficiências as professoras colaboradoras constroem saberes experienciais diante das necessidades que surgem na prática diária. Isso quer dizer que elas aprendem a trabalhar com alunos incluídos na prática da profissão, com a experiência. Além disso, percebeu-se a influência de outros dois fatores na aprendizagem dessas professoras frente à inclusão: a interação com os colegas e o tempo. As interações que estabelecem com os colegas e principalmente com as educadoras especiais da escola são fundamentais para troca de informações e objetivação de saberes, bem como para elaboração de estratégias de ensino. O saber docente é uma construção temporal, e ensinar supõe aprender a dominar progressivamente os saberes para o trabalho. Trabalhar com alunos incluídos é também uma construção atravessada pela temporalidade e pela aprendizagem. Além disso, constatou-se que a escola pode ser pensada como espaço/tempo de formação envolvendo a todos no processo de inclusão.Universidade Federal de Santa MariaBREducaçãoUFSMPrograma de Pós-Graduação em EducaçãoOliveira, Valeska Maria Fortes dehttp://lattes.cnpq.br/3628223248832085Peres, Lúcia Maria Vazhttp://lattes.cnpq.br/5496470672226677Rays, Oswaldo Alonsohttp://lattes.cnpq.br/7733901266140847Dal-Forno, Josiane Pozzatti2007-10-022007-10-022005-04-15info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfapplication/pdfDAL-FORNO, Josiane Pozzatti. IMAGINARY AND TEACHERS KNOWLEDGE IN THE INCLUSIVE SCHOOL: A STUDY OF EDUCATION AND AUTO-EDUCATION PROCESSES. 2005. 182 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2005.http://repositorio.ufsm.br/handle/1/7300porinfo:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2022-04-05T14:30:00Zoai:repositorio.ufsm.br:1/7300Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2022-04-05T14:30Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Imaginários e saberes docentes na escola inclusiva: um estudo dos processos de formação e autoformação Imaginary and teachers knowledge in the inclusive school: a study of education and auto-education processes |
title |
Imaginários e saberes docentes na escola inclusiva: um estudo dos processos de formação e autoformação |
spellingShingle |
Imaginários e saberes docentes na escola inclusiva: um estudo dos processos de formação e autoformação Dal-Forno, Josiane Pozzatti Educação Ensino Imaginário Inclusão escolar Formação de professores CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Imaginários e saberes docentes na escola inclusiva: um estudo dos processos de formação e autoformação |
title_full |
Imaginários e saberes docentes na escola inclusiva: um estudo dos processos de formação e autoformação |
title_fullStr |
Imaginários e saberes docentes na escola inclusiva: um estudo dos processos de formação e autoformação |
title_full_unstemmed |
Imaginários e saberes docentes na escola inclusiva: um estudo dos processos de formação e autoformação |
title_sort |
Imaginários e saberes docentes na escola inclusiva: um estudo dos processos de formação e autoformação |
author |
Dal-Forno, Josiane Pozzatti |
author_facet |
Dal-Forno, Josiane Pozzatti |
author_role |
author |
dc.contributor.none.fl_str_mv |
Oliveira, Valeska Maria Fortes de http://lattes.cnpq.br/3628223248832085 Peres, Lúcia Maria Vaz http://lattes.cnpq.br/5496470672226677 Rays, Oswaldo Alonso http://lattes.cnpq.br/7733901266140847 |
dc.contributor.author.fl_str_mv |
Dal-Forno, Josiane Pozzatti |
dc.subject.por.fl_str_mv |
Educação Ensino Imaginário Inclusão escolar Formação de professores CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Educação Ensino Imaginário Inclusão escolar Formação de professores CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This work is inserted in the line of teachers education and presents the research carried out with three elementary school teachers who work with students with special needs. They are included in the regular classroom in a public school from Santa Maria, RS. The inclusion became a challenge mainly for teachers that are not graduated in Special Education. In this way, one searched an approximation in the representation of these teachers in relation to the school inclusion by aiming to understand the construction of teachers knowledge in this context. The social imaginary served as theoretical support by making possible to know instituted images and images which institute in the teachers representations. The used methodology was based on memory, an essential instrument in the work with Life History because it promotes the resumption of experiences during the education journey. With this investigation, one noted that, although the collaborator teachers do not have professional knowledge concerning the deficiencies, they construct experienced knowledge before the needs that arise daily. It means that teachers learn to work with the included students in the everyday professional practice and experience. Besides that, one perceived the influence of another two factors over the learning of those teachers facing the inclusion: interaction with colleagues and time. The interaction they establish with colleagues and mainly with the special educators from the school is fundamental in order to change information and knowledge aiming as well as to elaborate teaching strategies. Teachers knowledge is a temporal construction and teaching supposes learning and dominating progressively the knowledge to work. To work with included students is also a construction crossed by temporality and learning. Besides, one noted that school could be thought as a space/time of education involving everyone in the inclusion process. |
publishDate |
2005 |
dc.date.none.fl_str_mv |
2005-04-15 2007-10-02 2007-10-02 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
DAL-FORNO, Josiane Pozzatti. IMAGINARY AND TEACHERS KNOWLEDGE IN THE INCLUSIVE SCHOOL: A STUDY OF EDUCATION AND AUTO-EDUCATION PROCESSES. 2005. 182 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2005. http://repositorio.ufsm.br/handle/1/7300 |
identifier_str_mv |
DAL-FORNO, Josiane Pozzatti. IMAGINARY AND TEACHERS KNOWLEDGE IN THE INCLUSIVE SCHOOL: A STUDY OF EDUCATION AND AUTO-EDUCATION PROCESSES. 2005. 182 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2005. |
url |
http://repositorio.ufsm.br/handle/1/7300 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria BR Educação UFSM Programa de Pós-Graduação em Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria BR Educação UFSM Programa de Pós-Graduação em Educação |
dc.source.none.fl_str_mv |
reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Manancial - Repositório Digital da UFSM |
collection |
Manancial - Repositório Digital da UFSM |
repository.name.fl_str_mv |
Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
_version_ |
1805922154962747392 |