TEACHERS IN TRAINING’S CONCEPTIONS: (re)elaborations of senses about people with disabilities
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Olh@res (Universidade Federal de São Paulo) |
Texto Completo: | https://periodicos.unifesp.br/index.php/olhares/article/view/15035 |
Resumo: | When dealing with the schooling of people with disabilities, the guidelines for teacher training move between generic positions on diversity and instrumentalization for specialized educational care, dealing with the generalist teacher, supported by the specialist, without delving into how their training takes place. Assuming teacher training courses as privileged spaces for the (re)construction of knowledge for educational practice, this article proposes the investigation of the ways in which students of Pedagogy courses elaborate questions related to the education of people with disabilities and the role of graduation in building knowledge on the subject. Based on historical-cultural psychology and language studies in a dialogic-enunciative perspective, the work involved the elaboration/conceptualization of the idea of conception and the carrying out of conversation circles with students from three universities in São Paulo about the schooling of students with disabilities. The analysis and discussion based on the audio-recording of the circles shows how concepts developed by the students bring meanings about disability; about training at the university; and about the school and the teaching work, completed by the lack of definitions of the theme, constituting not as concepts, but as knowledge in development. The reflection proposed here contributes to the problematization of training with a view to transforming expectations and practices that guide the relationship of teachers in training with knowledge about people with disabilities and their education. Still, conversation circles are pointed out as a potential training space in a dialogical perspective of re-elaboration of knowledge and practices. |
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TEACHERS IN TRAINING’S CONCEPTIONS: (re)elaborations of senses about people with disabilitiesCONCEPCIONES DE DOCENTES EN FORMACIÓN: (re)elaboraciones de sentidos sobre personas con discapacidadCONCEPÇÕES DE PROFESSORES EM FORMAÇÃO: (re)elaborações de sentidos sobre pessoas com deficiênciaPsicologia histórico-culturalFormação de ProfessoresInclusão EducacionalCultural-historical psychologyTeacher trainingEducational InclusionPsicología histórico-culturalFormación de profesoresInclusión EducativaWhen dealing with the schooling of people with disabilities, the guidelines for teacher training move between generic positions on diversity and instrumentalization for specialized educational care, dealing with the generalist teacher, supported by the specialist, without delving into how their training takes place. Assuming teacher training courses as privileged spaces for the (re)construction of knowledge for educational practice, this article proposes the investigation of the ways in which students of Pedagogy courses elaborate questions related to the education of people with disabilities and the role of graduation in building knowledge on the subject. Based on historical-cultural psychology and language studies in a dialogic-enunciative perspective, the work involved the elaboration/conceptualization of the idea of conception and the carrying out of conversation circles with students from three universities in São Paulo about the schooling of students with disabilities. The analysis and discussion based on the audio-recording of the circles shows how concepts developed by the students bring meanings about disability; about training at the university; and about the school and the teaching work, completed by the lack of definitions of the theme, constituting not as concepts, but as knowledge in development. The reflection proposed here contributes to the problematization of training with a view to transforming expectations and practices that guide the relationship of teachers in training with knowledge about people with disabilities and their education. Still, conversation circles are pointed out as a potential training space in a dialogical perspective of re-elaboration of knowledge and practices.Al tratarse de la escolarización de las personas con discapacidad, los lineamientos para la formación docente transitan entre posiciones genéricas sobre la diversidad y la instrumentalización para la atención educativa especializada, ocupándose del docente generalista, apoyado por el especialista, sin profundizar en cómo se desarrolla su formación. Asumiendo los cursos de formación docente como espacios privilegiados de (re)construcción de saberes para la práctica educativa, este artículo propone la investigación de los modos en que los estudiantes de los cursos de Pedagogía elaboran cuestiones relacionadas con la educación de las personas con discapacidad y el papel de la graduación en la construcción conocimiento sobre el tema. Basado en la psicología histórico-cultural y los estudios del lenguaje en una perspectiva dialógico-enunciativa, el trabajo implicó la elaboración/conceptualización de la idea de concepción y la realización de círculos de conversación con estudiantes de tres universidades de São Paulo sobre la escolarización de los estudiantes. con discapacidades El análisis y discusión a partir de la grabación de audio de los círculos muestran cómo los conceptos desarrollados por los estudiantes traen significados sobre la discapacidad; sobre la formación en la universidad; y sobre la escuela y el trabajo docente, completado por la falta de definiciones del tema, constituyéndose no como conceptos, sino como saberes en desarrollo. La reflexión aquí propuesta contribuye a la problematización de la formación con miras a transformar las expectativas y prácticas que orientan la relación de los docentes en formación con los saberes sobre las personas con discapacidad y su educación. Aún así, las ruedas de conversación se señalan como un potencial espacio de formación en una perspectiva dialógica de reelaboración de saberes y prácticas.Ao tratar da escolarização da pessoa com deficiência, as diretrizes para formação docente transitam entre posições genéricas sobre diversidade e a instrumentalização para o atendimento educacional especializado, versando sobre o professor generalista, amparado pelo especialista, sem que se aprofunde em como se dão suas formações. Assumindo os cursos de formação docente como espaços privilegiados de (re)construção de saberes para a prática educacional, neste artigo, propõe-se a investigação dos modos como estudantes de cursos de Pedagogia elaboram questões relacionadas à educação da pessoa com deficiência e ao papel da graduação na construção de conhecimentos sobre o tema. Fundamentado pela Psicologia Histórico-cultural e pelos estudos da linguagem numa perspectiva dialógico-enunciativa, o trabalho envolveu a elaboração/conceituação da ideia de concepção e a realização de rodas de conversas com graduandas de três universidades paulistas sobre a escolarização de estudantes com deficiência. A análise e discussão a partir da áudio-gravação das rodas evidenciam como concepções elaboradas pelas estudantes trazem significados sobre deficiência; sobre a formação na universidade; e sobre a escola e o fazer docente, arrematados pelas indefinições do tema, constituindo-se não como conceitos, mas como saberes em elaboração. A reflexão aqui proposta contribui para a problematização da formação com vistas à transformação de expectativas e práticas que orientam a relação de professores em formação com conhecimentos sobre a pessoa com deficiência e sua educação. Ainda, apontam-se as rodas de conversa como potencial espaço formativo em uma perspectiva dialógica de reelaboração de saberes e práticas.Universidade Federal de São Paulo2023-05-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unifesp.br/index.php/olhares/article/view/1503510.34024/olhares.2023.v11.15035Olhares: Revista do Departamento de Educação da Unifesp; v. 11 n. 1 (2023): Revista Olhares - UNIFESP - Publicação contínua (continuous publishing)2317-7853reponame:Olh@res (Universidade Federal de São Paulo)instname:Universidade Federal de São Paulo (UNIFESP)instacron:UNIFESPporhttps://periodicos.unifesp.br/index.php/olhares/article/view/15035/10733Copyright (c) 2023 Luciana de Abreu Nascimento, Maria de Fátima Carvalhohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessNascimento, Luciana de AbreuCarvalho, Maria de Fátima2023-05-29T15:18:11Zoai:ojs.pkp.sfu.ca:article/15035Revistahttp://www.olhares.unifesp.br/index.php/olhares/indexPUBhttp://www.olhares.unifesp.br/index.php/olhares/oai||revistaeducacaounifesp@gmail.com|| remarcilio@gmail.com2317-78532317-7853opendoar:2023-05-29T15:18:11Olh@res (Universidade Federal de São Paulo) - Universidade Federal de São Paulo (UNIFESP)false |
dc.title.none.fl_str_mv |
TEACHERS IN TRAINING’S CONCEPTIONS: (re)elaborations of senses about people with disabilities CONCEPCIONES DE DOCENTES EN FORMACIÓN: (re)elaboraciones de sentidos sobre personas con discapacidad CONCEPÇÕES DE PROFESSORES EM FORMAÇÃO: (re)elaborações de sentidos sobre pessoas com deficiência |
title |
TEACHERS IN TRAINING’S CONCEPTIONS: (re)elaborations of senses about people with disabilities |
spellingShingle |
TEACHERS IN TRAINING’S CONCEPTIONS: (re)elaborations of senses about people with disabilities Nascimento, Luciana de Abreu Psicologia histórico-cultural Formação de Professores Inclusão Educacional Cultural-historical psychology Teacher training Educational Inclusion Psicología histórico-cultural Formación de profesores Inclusión Educativa |
title_short |
TEACHERS IN TRAINING’S CONCEPTIONS: (re)elaborations of senses about people with disabilities |
title_full |
TEACHERS IN TRAINING’S CONCEPTIONS: (re)elaborations of senses about people with disabilities |
title_fullStr |
TEACHERS IN TRAINING’S CONCEPTIONS: (re)elaborations of senses about people with disabilities |
title_full_unstemmed |
TEACHERS IN TRAINING’S CONCEPTIONS: (re)elaborations of senses about people with disabilities |
title_sort |
TEACHERS IN TRAINING’S CONCEPTIONS: (re)elaborations of senses about people with disabilities |
author |
Nascimento, Luciana de Abreu |
author_facet |
Nascimento, Luciana de Abreu Carvalho, Maria de Fátima |
author_role |
author |
author2 |
Carvalho, Maria de Fátima |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Nascimento, Luciana de Abreu Carvalho, Maria de Fátima |
dc.subject.por.fl_str_mv |
Psicologia histórico-cultural Formação de Professores Inclusão Educacional Cultural-historical psychology Teacher training Educational Inclusion Psicología histórico-cultural Formación de profesores Inclusión Educativa |
topic |
Psicologia histórico-cultural Formação de Professores Inclusão Educacional Cultural-historical psychology Teacher training Educational Inclusion Psicología histórico-cultural Formación de profesores Inclusión Educativa |
description |
When dealing with the schooling of people with disabilities, the guidelines for teacher training move between generic positions on diversity and instrumentalization for specialized educational care, dealing with the generalist teacher, supported by the specialist, without delving into how their training takes place. Assuming teacher training courses as privileged spaces for the (re)construction of knowledge for educational practice, this article proposes the investigation of the ways in which students of Pedagogy courses elaborate questions related to the education of people with disabilities and the role of graduation in building knowledge on the subject. Based on historical-cultural psychology and language studies in a dialogic-enunciative perspective, the work involved the elaboration/conceptualization of the idea of conception and the carrying out of conversation circles with students from three universities in São Paulo about the schooling of students with disabilities. The analysis and discussion based on the audio-recording of the circles shows how concepts developed by the students bring meanings about disability; about training at the university; and about the school and the teaching work, completed by the lack of definitions of the theme, constituting not as concepts, but as knowledge in development. The reflection proposed here contributes to the problematization of training with a view to transforming expectations and practices that guide the relationship of teachers in training with knowledge about people with disabilities and their education. Still, conversation circles are pointed out as a potential training space in a dialogical perspective of re-elaboration of knowledge and practices. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-05-29 |
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.unifesp.br/index.php/olhares/article/view/15035 10.34024/olhares.2023.v11.15035 |
url |
https://periodicos.unifesp.br/index.php/olhares/article/view/15035 |
identifier_str_mv |
10.34024/olhares.2023.v11.15035 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.unifesp.br/index.php/olhares/article/view/15035/10733 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Luciana de Abreu Nascimento, Maria de Fátima Carvalho https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Luciana de Abreu Nascimento, Maria de Fátima Carvalho https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de São Paulo |
publisher.none.fl_str_mv |
Universidade Federal de São Paulo |
dc.source.none.fl_str_mv |
Olhares: Revista do Departamento de Educação da Unifesp; v. 11 n. 1 (2023): Revista Olhares - UNIFESP - Publicação contínua (continuous publishing) 2317-7853 reponame:Olh@res (Universidade Federal de São Paulo) instname:Universidade Federal de São Paulo (UNIFESP) instacron:UNIFESP |
instname_str |
Universidade Federal de São Paulo (UNIFESP) |
instacron_str |
UNIFESP |
institution |
UNIFESP |
reponame_str |
Olh@res (Universidade Federal de São Paulo) |
collection |
Olh@res (Universidade Federal de São Paulo) |
repository.name.fl_str_mv |
Olh@res (Universidade Federal de São Paulo) - Universidade Federal de São Paulo (UNIFESP) |
repository.mail.fl_str_mv |
||revistaeducacaounifesp@gmail.com|| remarcilio@gmail.com |
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1809463235230826496 |