Experiências formativas de uma escola pública bilíngue para surdos em curso médio normal
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/23626 |
Resumo: | This thesis was conducted at the Post-Graduate School of Education in the State University of Santa Maria, in the research field of Special Education, Diversity and Inclusion and has its main objective to comprehend the formative experiences being implemented to the establishment of deaf teachers in a Normal High School. The specific goals are: be acquainted of the teachers’ formative experiences when teaching in a Normal High School course; identify in the narratives of deaf students the development of formative experiences; understand how the job of being a deaf teacher has been constituted. The proposition affiliates to the theoretical-methodological field of a post-structuralist perspective in education, where I navigated through the experience concepts of Larrosa’s, and Masschelein and Simons regarding school. These concepts were applied taking into consideration the production of data from a deaf school in the Public State education in Santa Maria, Rio Grande do Sul. The methodological atmosphere of work constitutes from the notion of auto-ethnography and the production of the analytical materiality resulted from a group of data: official documents and narratives of teachers and students that were produced in pedagogical workshops. The first group of materiality is composed by the Political Pedagogical Project of the school; scholar regiment and curricular matrix. Beyond this, I added other documents related to deaf education and to the Normal High School organization from the State of Rio Grande do Sul. The second group was composed of the participation of four students and eight teachers from the course. The record of the materiality of the research happened through footage, photographies and field notes. From the analytical documental enterprise, which gave problematic clues to the research, it was possible to understand that the proposition of the school is based in a bilingual education, where the Brazilian Sign Language is the first language of the institution. From this linguistic centrality, it was possible to notice a methodology focused in visuality. Such documents support that an education ruled in deaf singularities exists, and that the formation of teachers is anchored in a bilingual perspective. However, as a result of the workshops with the students and teachers, it became evident that there are other concerns in the school context that are very much about what a school is and what makes a school a school. Such elements talk about planning, interdisciplinarity, the act of play and about the importance of the teacher being a moving archivist in its pedagogical action, through where is possible to produce pedagogical experiences meanwhile in action. There is a lot of school in this deaf school, however, it also has its uniqueness due to having Sign Language present. The Sign Language composes the scholar context and it is a strong discursive scorer, with a power to instigate a decolonized movement of existing and resisting in the school. In this regard, the scholar seeks the Normal High School course much more as a strengthening of such movement instead of seeking the profession of becoming a deaf teacher. |
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Experiências formativas de uma escola pública bilíngue para surdos em curso médio normalFormative experiences from a bilingual public school for deaf in a normal high school courseEscola de surdosFormaçãoCurso normalExperiênciaOfícioDeaf schoolFormationNormal courseExperienceCraftCNPQ::CIENCIAS HUMANAS::EDUCACAOThis thesis was conducted at the Post-Graduate School of Education in the State University of Santa Maria, in the research field of Special Education, Diversity and Inclusion and has its main objective to comprehend the formative experiences being implemented to the establishment of deaf teachers in a Normal High School. The specific goals are: be acquainted of the teachers’ formative experiences when teaching in a Normal High School course; identify in the narratives of deaf students the development of formative experiences; understand how the job of being a deaf teacher has been constituted. The proposition affiliates to the theoretical-methodological field of a post-structuralist perspective in education, where I navigated through the experience concepts of Larrosa’s, and Masschelein and Simons regarding school. These concepts were applied taking into consideration the production of data from a deaf school in the Public State education in Santa Maria, Rio Grande do Sul. The methodological atmosphere of work constitutes from the notion of auto-ethnography and the production of the analytical materiality resulted from a group of data: official documents and narratives of teachers and students that were produced in pedagogical workshops. The first group of materiality is composed by the Political Pedagogical Project of the school; scholar regiment and curricular matrix. Beyond this, I added other documents related to deaf education and to the Normal High School organization from the State of Rio Grande do Sul. The second group was composed of the participation of four students and eight teachers from the course. The record of the materiality of the research happened through footage, photographies and field notes. From the analytical documental enterprise, which gave problematic clues to the research, it was possible to understand that the proposition of the school is based in a bilingual education, where the Brazilian Sign Language is the first language of the institution. From this linguistic centrality, it was possible to notice a methodology focused in visuality. Such documents support that an education ruled in deaf singularities exists, and that the formation of teachers is anchored in a bilingual perspective. However, as a result of the workshops with the students and teachers, it became evident that there are other concerns in the school context that are very much about what a school is and what makes a school a school. Such elements talk about planning, interdisciplinarity, the act of play and about the importance of the teacher being a moving archivist in its pedagogical action, through where is possible to produce pedagogical experiences meanwhile in action. There is a lot of school in this deaf school, however, it also has its uniqueness due to having Sign Language present. The Sign Language composes the scholar context and it is a strong discursive scorer, with a power to instigate a decolonized movement of existing and resisting in the school. In this regard, the scholar seeks the Normal High School course much more as a strengthening of such movement instead of seeking the profession of becoming a deaf teacher.Esta tese foi realizada no Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria, na Linha de Pesquisa em Educação Especial, Inclusão e Diferença e tem como objetivo principal entender as experiências formativas que estão sendo colocadas em funcionamento para a constituição de professores surdos em um Curso Médio Normal. Os objetivos específicos são: conhecer as experiências formativas dos professores no exercício da docência no Curso Médio Normal; identificar nas falas de alunos surdos a produção de experiências formativas; entender como vem se constituindo o ofício/modo de ser professor surdo. A proposição filia-se ao campo teórico-metodológico de perspectiva pós-estruturalista em educação e, para tramar a analítica, debruçou-se nos conceitos de experiência de Larrosa e de escola a partir de Masschelein e Simons. Tais conceitos foram colocados em operação a partir da produção de dados de uma escola de surdos da rede pública estadual de ensino de Santa Maria/RS. A atmosfera metodológica do trabalho se constitui a partir da noção de autoetnografia e a produção da materialidade analítica se deu por meio de um conjunto de dados: documentos oficiais e falas de professores e alunos produzidas em ateliês pedagógicos. O primeiro grupo de materialidade é composto pelo Projeto Político Pedagógico da escola; Regimento Escolar do Curso Normal e sua Matriz Curricular. Além destes, agregou-se outros documentos voltados à educação de surdos e à organização dos Cursos Normal no estado do RS. O segundo grupo foi composto a partir da participação de quatro alunos e oito professores do curso. O registro da materialidade da pesquisa ocorreu por meio de filmagens, registros fotográficos e Diário de Campo. A partir do empreendimento analítico documental, que deu pistas problematizadoras para a pesquisa, foi possível entender que a proposição da escola está pautada em uma educação bilíngue em que a Língua Brasileira de Sinais é a primeira língua da instituição. A partir dessa centralidade linguística, evidenciou-se uma metodologia com foco na visualidade. Tais documentos preconizam que existe a garantia de uma educação pautada nas singularidades surdas, e a formação de professores está ancorada na perspectiva bilíngue. Entretanto, a partir dos ateliês realizados com os professores e alunos, ficou evidente que há outras preocupações no contexto da escola que versam muito sobre o que é uma escola e o que faz uma escola ser uma escola. Tais elementos discorrem sobre planejamento, interdisciplinaridade, o brincar e sobre a importância de o professor ser um arquivista movente na sua ação pedagógica, na qual é possível produzir experiências pedagógicas enquanto acontecimento. Há muito de escola nessa escola de surdos, entretanto, ela tem muito de singular porque a Libras está presente. A Libras compõe o contexto escolar e é um forte marcador discursivo por meio do qual foi possível encontrar pistas para compreendê-la como uma potência de um movimento decolonial de existir e resistir na escola. Nesse sentido, o escolar busca o Curso Médio Normal muito mais como um fortalecimento desse movimento do que propriamente para seguir a profissão de professor surdo.Universidade Federal de Santa MariaBrasilEducaçãoUFSMPrograma de Pós-Graduação em EducaçãoCentro de EducaçãoLunardi-Lazzarin, Márcia Lisehttp://lattes.cnpq.br/1361785565182358Klein, MadalenaMachado, Lucyenne Matos da Costa VieiraMenezes, Eliana da Costa Pereira deOliveira, Marilda Oliveira dePires, Cleidi Lovatto2022-01-28T11:14:39Z2022-01-28T11:14:39Z2021-10-18info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/23626porAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2022-01-28T11:15:27Zoai:repositorio.ufsm.br:1/23626Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2022-01-28T11:15:27Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Experiências formativas de uma escola pública bilíngue para surdos em curso médio normal Formative experiences from a bilingual public school for deaf in a normal high school course |
title |
Experiências formativas de uma escola pública bilíngue para surdos em curso médio normal |
spellingShingle |
Experiências formativas de uma escola pública bilíngue para surdos em curso médio normal Pires, Cleidi Lovatto Escola de surdos Formação Curso normal Experiência Ofício Deaf school Formation Normal course Experience Craft CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Experiências formativas de uma escola pública bilíngue para surdos em curso médio normal |
title_full |
Experiências formativas de uma escola pública bilíngue para surdos em curso médio normal |
title_fullStr |
Experiências formativas de uma escola pública bilíngue para surdos em curso médio normal |
title_full_unstemmed |
Experiências formativas de uma escola pública bilíngue para surdos em curso médio normal |
title_sort |
Experiências formativas de uma escola pública bilíngue para surdos em curso médio normal |
author |
Pires, Cleidi Lovatto |
author_facet |
Pires, Cleidi Lovatto |
author_role |
author |
dc.contributor.none.fl_str_mv |
Lunardi-Lazzarin, Márcia Lise http://lattes.cnpq.br/1361785565182358 Klein, Madalena Machado, Lucyenne Matos da Costa Vieira Menezes, Eliana da Costa Pereira de Oliveira, Marilda Oliveira de |
dc.contributor.author.fl_str_mv |
Pires, Cleidi Lovatto |
dc.subject.por.fl_str_mv |
Escola de surdos Formação Curso normal Experiência Ofício Deaf school Formation Normal course Experience Craft CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Escola de surdos Formação Curso normal Experiência Ofício Deaf school Formation Normal course Experience Craft CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This thesis was conducted at the Post-Graduate School of Education in the State University of Santa Maria, in the research field of Special Education, Diversity and Inclusion and has its main objective to comprehend the formative experiences being implemented to the establishment of deaf teachers in a Normal High School. The specific goals are: be acquainted of the teachers’ formative experiences when teaching in a Normal High School course; identify in the narratives of deaf students the development of formative experiences; understand how the job of being a deaf teacher has been constituted. The proposition affiliates to the theoretical-methodological field of a post-structuralist perspective in education, where I navigated through the experience concepts of Larrosa’s, and Masschelein and Simons regarding school. These concepts were applied taking into consideration the production of data from a deaf school in the Public State education in Santa Maria, Rio Grande do Sul. The methodological atmosphere of work constitutes from the notion of auto-ethnography and the production of the analytical materiality resulted from a group of data: official documents and narratives of teachers and students that were produced in pedagogical workshops. The first group of materiality is composed by the Political Pedagogical Project of the school; scholar regiment and curricular matrix. Beyond this, I added other documents related to deaf education and to the Normal High School organization from the State of Rio Grande do Sul. The second group was composed of the participation of four students and eight teachers from the course. The record of the materiality of the research happened through footage, photographies and field notes. From the analytical documental enterprise, which gave problematic clues to the research, it was possible to understand that the proposition of the school is based in a bilingual education, where the Brazilian Sign Language is the first language of the institution. From this linguistic centrality, it was possible to notice a methodology focused in visuality. Such documents support that an education ruled in deaf singularities exists, and that the formation of teachers is anchored in a bilingual perspective. However, as a result of the workshops with the students and teachers, it became evident that there are other concerns in the school context that are very much about what a school is and what makes a school a school. Such elements talk about planning, interdisciplinarity, the act of play and about the importance of the teacher being a moving archivist in its pedagogical action, through where is possible to produce pedagogical experiences meanwhile in action. There is a lot of school in this deaf school, however, it also has its uniqueness due to having Sign Language present. The Sign Language composes the scholar context and it is a strong discursive scorer, with a power to instigate a decolonized movement of existing and resisting in the school. In this regard, the scholar seeks the Normal High School course much more as a strengthening of such movement instead of seeking the profession of becoming a deaf teacher. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-10-18 2022-01-28T11:14:39Z 2022-01-28T11:14:39Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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http://repositorio.ufsm.br/handle/1/23626 |
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http://repositorio.ufsm.br/handle/1/23626 |
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por |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Educação Centro de Educação |
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Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Educação Centro de Educação |
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reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
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Universidade Federal de Santa Maria (UFSM) |
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UFSM |
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Manancial - Repositório Digital da UFSM |
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Manancial - Repositório Digital da UFSM |
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Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
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atendimento.sib@ufsm.br||tedebc@gmail.com |
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