The subjective configuration of the teaching of a special needs education teacher and its implications in pedagogical practice

Detalhes bibliográficos
Autor(a) principal: Santos, Geandra Claudia Silva
Data de Publicação: 2021
Outros Autores: Mitjáns Martínez, Albertina, Anache, Alexandra Ayach
Tipo de documento: Artigo
Idioma: por
spa
eng
Título da fonte: Revista Ibero-Americana de Estudos em Educação (Online)
Texto Completo: https://periodicos.fclar.unesp.br/iberoamericana/article/view/15293
Resumo: This article aimed to analyze the subjective teaching configuration of a Special Needs Education teacher and how her pedagogical practice with students with disabilities is constituted. The research was guided by the constructive-interpretative Methodology developed by González Rey, based on the principles of Qualitative Epistemology. A Special Education teacher from a public elementary school participated in the research. Interviews, conversational dynamics, questionnaire, writing, sentence completion and observations were used as instruments. The analysis made it possible to understand that the subjective configuration of the teacher's teaching is constituted by subjective meanings associated to the relationship with her family members, with the lack of identification with the teaching profession and the low valuation of Special Education in the school social subjectivity. This configuration, in conjunction with the work context and the social subjectivity of the institution, has implied in the teacher's pedagogical practice, resulting in limitations related to the effective inclusion in the school.
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spelling The subjective configuration of the teaching of a special needs education teacher and its implications in pedagogical practiceLa configuración subjetiva de la docencia de una profesora de educación especial y sus implicaciones en la práctica pedagógicaA configuração subjetiva da docência de uma professora da educação especial e suas implicações na prática pedagógicaSubjectivitySubjective configurationTeachingSpecial needs educationInclusionSubjetividadConfiguración subjetivaDocenciaEducación especialInclusiónSubjetividadeConfiguração subjetivaDocênciaEducação especialInclusãoThis article aimed to analyze the subjective teaching configuration of a Special Needs Education teacher and how her pedagogical practice with students with disabilities is constituted. The research was guided by the constructive-interpretative Methodology developed by González Rey, based on the principles of Qualitative Epistemology. A Special Education teacher from a public elementary school participated in the research. Interviews, conversational dynamics, questionnaire, writing, sentence completion and observations were used as instruments. The analysis made it possible to understand that the subjective configuration of the teacher's teaching is constituted by subjective meanings associated to the relationship with her family members, with the lack of identification with the teaching profession and the low valuation of Special Education in the school social subjectivity. This configuration, in conjunction with the work context and the social subjectivity of the institution, has implied in the teacher's pedagogical practice, resulting in limitations related to the effective inclusion in the school.Este artículo objetivó analizar la configuración docente subjetiva de una docente de Educación Especial y cómo se constituye su práctica pedagógica con alumnos con discapacidad. La investigación estuvo guiada por la Metodología constructiva-interpretativa desarrollada por González Rey, basada en los principios de la Epistemología Cualitativa. Un maestro de educación especial de una escuela primaria pública participó en la investigación. Se utilizaron como instrumentos entrevistas, dinámicas conversacionales, cuestionario, redacción, finalización de frases y observaciones. El análisis permitió comprender que la configuración subjetiva de la docencia de la docente está constituida por significados subjetivos asociados a la relación con sus familiares, con la falta de identificación con la profesión docente y la baja valoración de la Educación Especial en la subjetividad social escolar. Esta configuración, en conjunto con el contexto laboral y la subjetividad social de la institución, implicó en la práctica pedagógica del docente, resultando en limitaciones relacionadas con la inclusión efectiva en la escuela.O presente artigo objetivou analisar a configuração subjetiva da docência de uma professora da Educação Especial e como se constitui a sua prática pedagógica junto aos alunos com deficiência. A pesquisa foi orientada pela Metodologia construtivo-interpretativa elaborada por González Rey, fundamentada nos princípios da Epistemologia Qualitativa. Participou da pesquisa uma professora da Educação Especial de uma escola pública de Ensino Fundamental. Utilizou-se como instrumentos entrevista, dinâmicas conversacionais, questionário, redação, completamento de frases e observações. A análise possibilitou compreender que a configuração subjetiva da docência da professora está constituída por sentidos subjetivos associados à relação com seus familiares, com a falta de identificação com o magistério e a baixa valoração da Educação Especial na subjetividade social da escola. Essa configuração, em articulação com o contexto de trabalho e a subjetividade social da instituição, implicou na prática pedagógica da professora, resultando em limitações relacionadas à efetivação da inclusão na escola.Faculdade de Ciências e Letras/Unesp2021-06-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfapplication/pdftext/htmlhttps://periodicos.fclar.unesp.br/iberoamericana/article/view/1529310.21723/riaee.v16iesp.3.15293Revista Iberoamericana de Estudios en Educación; (2021) v. 16, n. esp. 3, 2021 - DOCÊNCIA(S) – formação, práticas e contextos escolares; 1473-1492Revista Ibero-Americana de Estudos em Educação; (2021) v. 16, n. esp. 3, 2021 - DOCÊNCIA(S) – formação, práticas e contextos escolares; 1473-14921982-55872446-860610.21723/riaee.v16iesp.3reponame:Revista Ibero-Americana de Estudos em Educação (Online)instname:Universidade Estadual Paulista (UNESP)instacron:UNESPporspaenghttps://periodicos.fclar.unesp.br/iberoamericana/article/view/15293/11235https://periodicos.fclar.unesp.br/iberoamericana/article/view/15293/11236https://periodicos.fclar.unesp.br/iberoamericana/article/view/15293/11237https://periodicos.fclar.unesp.br/iberoamericana/article/view/15293/11238Copyright (c) 2021 Geandra Claudia Silva Santos, Albertina Mitjáns Martínez, Alexandra Ayach Anachehttps://creativecommons.org/licenses/by-nc-sa/4.0info:eu-repo/semantics/openAccessSantos, Geandra Claudia Silva Mitjáns Martínez, Albertina Anache, Alexandra Ayach 2022-01-30T03:03:12Zoai:ojs.pkp.sfu.ca:article/15293Revistahttp://seer.fclar.unesp.br/iberoamericanaPUBhttps://periodicos.fclar.unesp.br/iberoamericana/oaibizelli@fclar.unesp.br|| joseandersonsantoscruz@gmail.com1982-55871982-5587opendoar:2022-01-30T03:03:12Revista Ibero-Americana de Estudos em Educação (Online) - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv The subjective configuration of the teaching of a special needs education teacher and its implications in pedagogical practice
La configuración subjetiva de la docencia de una profesora de educación especial y sus implicaciones en la práctica pedagógica
A configuração subjetiva da docência de uma professora da educação especial e suas implicações na prática pedagógica
title The subjective configuration of the teaching of a special needs education teacher and its implications in pedagogical practice
spellingShingle The subjective configuration of the teaching of a special needs education teacher and its implications in pedagogical practice
Santos, Geandra Claudia Silva
Subjectivity
Subjective configuration
Teaching
Special needs education
Inclusion
Subjetividad
Configuración subjetiva
Docencia
Educación especial
Inclusión
Subjetividade
Configuração subjetiva
Docência
Educação especial
Inclusão
title_short The subjective configuration of the teaching of a special needs education teacher and its implications in pedagogical practice
title_full The subjective configuration of the teaching of a special needs education teacher and its implications in pedagogical practice
title_fullStr The subjective configuration of the teaching of a special needs education teacher and its implications in pedagogical practice
title_full_unstemmed The subjective configuration of the teaching of a special needs education teacher and its implications in pedagogical practice
title_sort The subjective configuration of the teaching of a special needs education teacher and its implications in pedagogical practice
author Santos, Geandra Claudia Silva
author_facet Santos, Geandra Claudia Silva
Mitjáns Martínez, Albertina
Anache, Alexandra Ayach
author_role author
author2 Mitjáns Martínez, Albertina
Anache, Alexandra Ayach
author2_role author
author
dc.contributor.author.fl_str_mv Santos, Geandra Claudia Silva
Mitjáns Martínez, Albertina
Anache, Alexandra Ayach
dc.subject.por.fl_str_mv Subjectivity
Subjective configuration
Teaching
Special needs education
Inclusion
Subjetividad
Configuración subjetiva
Docencia
Educación especial
Inclusión
Subjetividade
Configuração subjetiva
Docência
Educação especial
Inclusão
topic Subjectivity
Subjective configuration
Teaching
Special needs education
Inclusion
Subjetividad
Configuración subjetiva
Docencia
Educación especial
Inclusión
Subjetividade
Configuração subjetiva
Docência
Educação especial
Inclusão
description This article aimed to analyze the subjective teaching configuration of a Special Needs Education teacher and how her pedagogical practice with students with disabilities is constituted. The research was guided by the constructive-interpretative Methodology developed by González Rey, based on the principles of Qualitative Epistemology. A Special Education teacher from a public elementary school participated in the research. Interviews, conversational dynamics, questionnaire, writing, sentence completion and observations were used as instruments. The analysis made it possible to understand that the subjective configuration of the teacher's teaching is constituted by subjective meanings associated to the relationship with her family members, with the lack of identification with the teaching profession and the low valuation of Special Education in the school social subjectivity. This configuration, in conjunction with the work context and the social subjectivity of the institution, has implied in the teacher's pedagogical practice, resulting in limitations related to the effective inclusion in the school.
publishDate 2021
dc.date.none.fl_str_mv 2021-06-01
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.fclar.unesp.br/iberoamericana/article/view/15293
10.21723/riaee.v16iesp.3.15293
url https://periodicos.fclar.unesp.br/iberoamericana/article/view/15293
identifier_str_mv 10.21723/riaee.v16iesp.3.15293
dc.language.iso.fl_str_mv por
spa
eng
language por
spa
eng
dc.relation.none.fl_str_mv https://periodicos.fclar.unesp.br/iberoamericana/article/view/15293/11235
https://periodicos.fclar.unesp.br/iberoamericana/article/view/15293/11236
https://periodicos.fclar.unesp.br/iberoamericana/article/view/15293/11237
https://periodicos.fclar.unesp.br/iberoamericana/article/view/15293/11238
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
application/pdf
text/html
dc.publisher.none.fl_str_mv Faculdade de Ciências e Letras/Unesp
publisher.none.fl_str_mv Faculdade de Ciências e Letras/Unesp
dc.source.none.fl_str_mv Revista Iberoamericana de Estudios en Educación; (2021) v. 16, n. esp. 3, 2021 - DOCÊNCIA(S) – formação, práticas e contextos escolares; 1473-1492
Revista Ibero-Americana de Estudos em Educação; (2021) v. 16, n. esp. 3, 2021 - DOCÊNCIA(S) – formação, práticas e contextos escolares; 1473-1492
1982-5587
2446-8606
10.21723/riaee.v16iesp.3
reponame:Revista Ibero-Americana de Estudos em Educação (Online)
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Revista Ibero-Americana de Estudos em Educação (Online)
collection Revista Ibero-Americana de Estudos em Educação (Online)
repository.name.fl_str_mv Revista Ibero-Americana de Estudos em Educação (Online) - Universidade Estadual Paulista (UNESP)
repository.mail.fl_str_mv bizelli@fclar.unesp.br|| joseandersonsantoscruz@gmail.com
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