Teachers in transition: A study on production of meanings in initial practice in inclusive education

Detalhes bibliográficos
Autor(a) principal: Mieto, Gabriela Sousa de Melo
Data de Publicação: 2017
Outros Autores: Barbato, Silviane, Rosa, Alberto
Tipo de documento: Artigo
Idioma: por
Título da fonte: Psicologia (Universidade de Brasília. Online)
Texto Completo: https://periodicos.unb.br/index.php/revistaptp/article/view/19389
Resumo: We analyzed the production of meanings in teachers’ positioning related to virtuous practices in inclusive education. A teacher in initial professional experience took part in four open-ended interviews sessions, data were submitted to a dialogic thematic analysis and a semantic map was produced. The position “being a teacher” generated 6 main themes that dialogically interact in multiple plans: teacher’s education; previous and present pedagogic practices; the role of the teacher; tensions and expectations. Results indicated that an ambivalence between Public Policy and the conditions of teacher’s education and work in inclusive schools regulated the participant’s discourse. We conclude that positions oriented towards virtuosity were linked to different levels of reflexivity on the teacher’s actions with students in inclusive education.
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spelling Teachers in transition: A study on production of meanings in initial practice in inclusive educationProfessores em transição: produção de significados em atuação inicial na inclusão escolarInclusão escolarVirtudesTrabalho docenteSchool inclusionVirtuesTeaching workWe analyzed the production of meanings in teachers’ positioning related to virtuous practices in inclusive education. A teacher in initial professional experience took part in four open-ended interviews sessions, data were submitted to a dialogic thematic analysis and a semantic map was produced. The position “being a teacher” generated 6 main themes that dialogically interact in multiple plans: teacher’s education; previous and present pedagogic practices; the role of the teacher; tensions and expectations. Results indicated that an ambivalence between Public Policy and the conditions of teacher’s education and work in inclusive schools regulated the participant’s discourse. We conclude that positions oriented towards virtuosity were linked to different levels of reflexivity on the teacher’s actions with students in inclusive education.Analisamos a produção de significados em posicionamentos docentes em relação a práticas virtuosas em contexto inclusivo, realizando-se estudo de caso de professora em experiência inicial na inclusão, com quatro sessões de entrevistas semiestruturadas, submetidas à análise dialógica temática. Foi elaborado Mapa Semântico composto a partir da posição Ser Professora, pelos temas que interagem dialogicamente em múltiplos planos: Formação do Professor, Práticas Pedagógicas Anteriores e Atuais, Papel do Professor e Expectativas. Resultados indicam que a participante organiza seu discurso a partir da ambivalência entre o que é enunciado pela política pública e as condições de formação e trabalho docente. Conclui-se que as posições orientadas ao fazer virtuoso vinculam-se aos diferentes níveis de reflexividade sobre a ação docente com os alunos em inclusão.Instituto de Psicologia - Universidade de Brasília2017-05-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unb.br/index.php/revistaptp/article/view/19389Psicologia: Teoria e Pesquisa; Número EspecialPsicologia: Teoria e Pesquisa; Número EspecialPsicologia: Teoria e Pesquisa; Número EspecialPsicologia: Teoria e Pesquisa; Número Especial1806-34460102-3772reponame:Psicologia (Universidade de Brasília. Online)instname:Universidade de Brasília (UnB)instacron:UNBporhttps://periodicos.unb.br/index.php/revistaptp/article/view/19389/17947Mieto, Gabriela Sousa de MeloBarbato, SilvianeRosa, Albertoinfo:eu-repo/semantics/openAccess2018-11-21T12:10:34Zoai:ojs.pkp.sfu.ca:article/19389Revistahttps://periodicos.unb.br/index.php/revistaptp/indexPUBhttps://periodicos.unb.br/index.php/revistaptp/oairevistaptp@gmail.com1806-34460102-3772opendoar:2018-11-21T12:10:34Psicologia (Universidade de Brasília. Online) - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv Teachers in transition: A study on production of meanings in initial practice in inclusive education
Professores em transição: produção de significados em atuação inicial na inclusão escolar
title Teachers in transition: A study on production of meanings in initial practice in inclusive education
spellingShingle Teachers in transition: A study on production of meanings in initial practice in inclusive education
Mieto, Gabriela Sousa de Melo
Inclusão escolar
Virtudes
Trabalho docente
School inclusion
Virtues
Teaching work
title_short Teachers in transition: A study on production of meanings in initial practice in inclusive education
title_full Teachers in transition: A study on production of meanings in initial practice in inclusive education
title_fullStr Teachers in transition: A study on production of meanings in initial practice in inclusive education
title_full_unstemmed Teachers in transition: A study on production of meanings in initial practice in inclusive education
title_sort Teachers in transition: A study on production of meanings in initial practice in inclusive education
author Mieto, Gabriela Sousa de Melo
author_facet Mieto, Gabriela Sousa de Melo
Barbato, Silviane
Rosa, Alberto
author_role author
author2 Barbato, Silviane
Rosa, Alberto
author2_role author
author
dc.contributor.author.fl_str_mv Mieto, Gabriela Sousa de Melo
Barbato, Silviane
Rosa, Alberto
dc.subject.por.fl_str_mv Inclusão escolar
Virtudes
Trabalho docente
School inclusion
Virtues
Teaching work
topic Inclusão escolar
Virtudes
Trabalho docente
School inclusion
Virtues
Teaching work
description We analyzed the production of meanings in teachers’ positioning related to virtuous practices in inclusive education. A teacher in initial professional experience took part in four open-ended interviews sessions, data were submitted to a dialogic thematic analysis and a semantic map was produced. The position “being a teacher” generated 6 main themes that dialogically interact in multiple plans: teacher’s education; previous and present pedagogic practices; the role of the teacher; tensions and expectations. Results indicated that an ambivalence between Public Policy and the conditions of teacher’s education and work in inclusive schools regulated the participant’s discourse. We conclude that positions oriented towards virtuosity were linked to different levels of reflexivity on the teacher’s actions with students in inclusive education.
publishDate 2017
dc.date.none.fl_str_mv 2017-05-23
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.unb.br/index.php/revistaptp/article/view/19389
url https://periodicos.unb.br/index.php/revistaptp/article/view/19389
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/revistaptp/article/view/19389/17947
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Instituto de Psicologia - Universidade de Brasília
publisher.none.fl_str_mv Instituto de Psicologia - Universidade de Brasília
dc.source.none.fl_str_mv Psicologia: Teoria e Pesquisa; Número Especial
Psicologia: Teoria e Pesquisa; Número Especial
Psicologia: Teoria e Pesquisa; Número Especial
Psicologia: Teoria e Pesquisa; Número Especial
1806-3446
0102-3772
reponame:Psicologia (Universidade de Brasília. Online)
instname:Universidade de Brasília (UnB)
instacron:UNB
instname_str Universidade de Brasília (UnB)
instacron_str UNB
institution UNB
reponame_str Psicologia (Universidade de Brasília. Online)
collection Psicologia (Universidade de Brasília. Online)
repository.name.fl_str_mv Psicologia (Universidade de Brasília. Online) - Universidade de Brasília (UnB)
repository.mail.fl_str_mv revistaptp@gmail.com
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