Olhar e pensar o ensino para alunos com deficiência : os saberes produzidos em contexto colaborativo
Miniatura indisponível
Data
2017
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Editora
Edições Universitárias Lusófonas
Resumo
Esta pesquisa, fundamentada na perspetiva histórico-cultural do desenvolvimento humano, focalizou o ensino para alunos com deficiência no contexto da
inclusão escolar com o objetivo de identificar as conceções e práticas dos professores
em relação ao ensino a esses alunos e apontar a dinâmica das transformações decorrentes do trabalho de parceria desenvolvido em perspetiva colaborativa. O trabalho de campo ocorreu em uma escola pública brasileira.
Foram realizados 11 encontros de formação continuada, audiogravados, com posterior transcrição de todo o material. Os dados foram organizados em três unidades temáticas: (1) conceções e práticas dos professores em relação ao
ensino de alunos com deficiência, (2) subsídios teóricos como possibilidade de transformação das práticas e (3) dinâmica das transformações decorrentes do
trabalho de parceria desenvolvido. As análises explicativas privilegiaram as relações interpessoais, com foco na dinâmica dialógica. No trabalho colaborativo,
compreendido como lugar de produção de significação, os sentidos atribuídos às ações e aos dizeres dos participantes são diversos e nem sempre coincidentes.
Às vezes há tensões e contradições na dinâmica dialógica, mas identificaram-
se indícios do processo de transformação das conceções e práticas docentes em relação ao ensino de alunos em condição de deficiência.
This research, which was based on the historical and cultural perspective of human development, focused on the education of students with disabilities in the context of school inclusion in order to identify the views and practices of teachers in relation to teaching these students and point out the dynamics of the changes arising from the partnership work in a collaborative perspective. Fieldwork took place in a Brazilian public school. Eleven meetings of ongoing training were recorded and subsequently transcribed. Data were organized in three themes: (1) The concepts and practices of teachers in their work with students with disabilities, (2) The theoretical basis as an opportunity to transform practices, and (3) The dynamic of transformations resulting from the work partnership. The accompanying analysis emphasized the interpersonal relationships, focusing on the dialogic dynamics. In the collaborative work, understood as a place of meaning production, the meanings attributed to the participants’ actions and sayings are diverse and not always coincide. Sometimes there are tensions and contradictions in the dialogic dynamic, but evidence of the transformation of ideas and teaching practices regarding the education of students in disability were identified.
This research, which was based on the historical and cultural perspective of human development, focused on the education of students with disabilities in the context of school inclusion in order to identify the views and practices of teachers in relation to teaching these students and point out the dynamics of the changes arising from the partnership work in a collaborative perspective. Fieldwork took place in a Brazilian public school. Eleven meetings of ongoing training were recorded and subsequently transcribed. Data were organized in three themes: (1) The concepts and practices of teachers in their work with students with disabilities, (2) The theoretical basis as an opportunity to transform practices, and (3) The dynamic of transformations resulting from the work partnership. The accompanying analysis emphasized the interpersonal relationships, focusing on the dialogic dynamics. In the collaborative work, understood as a place of meaning production, the meanings attributed to the participants’ actions and sayings are diverse and not always coincide. Sometimes there are tensions and contradictions in the dialogic dynamic, but evidence of the transformation of ideas and teaching practices regarding the education of students in disability were identified.
Esta investigación, basada en una perspectiva histórica y cultural del desarrollo humano, se centró en la educación a los estudiantes con discapacidad en el contexto de la inclusión escolar con el fin de identificar los puntos de vista y las prácticas de los docentes en relación con la enseñanza de estos alumnos y señalar la dinámica de los cambios derivados del trabajo en una perspectiva de colaboración. El trabajo de campo se llevó a cabo en una escuela pública brasileña. Se realizaron 11 encuentros de formación continua, grabados y registrados con la posterior transcripción del material. Se organizaron los datos en tres unidades temáticas: (1) Los conceptos y prácticas de los docentes en relación con la enseñanza de los estudiantes con discapacidad, (2) Las bases teóricas como oportunidad para transformar las prácticas, y (3) La dinámica de las transformaciones que resultaran del trabajo conjunto.. El análisis enfatizo las relaciones interpersonales, centrándose en la dinámica dialógica. En el trabajo colaborativo, entendido como un lugar de producción de significado, los sentidos atribuidos a las acciones y dichos de los participantes son diversos y no siempre coinciden. A veces hay tensiones y contradicciones en la dinámica dialógica, pero se identificaron evidencias del proceso de transformación de las ideas y prácticas de enseñanza en relación con la enseñanza de los estudiantes en condición de discapacidad.
Cette recherche, qui repose sur une perspective historique et culturelle du développement humain, se focalise sur l’enseignement envers les élèves déficients dans un contexte d’inclusion scolaire, avec pour objectif d’identifier les conceptions et pratiques des professeurs quant à l’enseignement envers ces étudiants, ainsi que de montrer la dynamique des transformations qui découlent du travail de partenariat développé dans une perspective collaborative. Le travail de terrain a eu lieu dans une école publique au Brésil. Nous avons réalisé 11 rencontres en formation continue, avec des enregistrements audio pour support, et la transcription postérieure de tout le matériel. Les données ont été organisées en trois unités thématiques : (1) conceptions et pratiques des professeurs par rapport à l’enseignement des élèves qui possède une déficience, (2) matériel théorique comme possibilité de transformation des pratiques et (3) dynamique des transformations qui découlent du travail de partenariat développé. Les analyses explicatives privilégient les relations entre personnes, ayant pour centre la dynamique de dialogue. Dans le travail collaboratif, compris comme lieu de production de significations, les sens attribués aux actions et aux dires des participants sont divers et ne coïncident pas toujours. Il existe parfois des tensions et contradictions dans la dynamique dialogique, mais on n’identifie pas les indices de processus de transformation des conceptions et pratiques de professorat par rapport à l’enseignement auprès d’élèves en condition de déficience.
This research, which was based on the historical and cultural perspective of human development, focused on the education of students with disabilities in the context of school inclusion in order to identify the views and practices of teachers in relation to teaching these students and point out the dynamics of the changes arising from the partnership work in a collaborative perspective. Fieldwork took place in a Brazilian public school. Eleven meetings of ongoing training were recorded and subsequently transcribed. Data were organized in three themes: (1) The concepts and practices of teachers in their work with students with disabilities, (2) The theoretical basis as an opportunity to transform practices, and (3) The dynamic of transformations resulting from the work partnership. The accompanying analysis emphasized the interpersonal relationships, focusing on the dialogic dynamics. In the collaborative work, understood as a place of meaning production, the meanings attributed to the participants’ actions and sayings are diverse and not always coincide. Sometimes there are tensions and contradictions in the dialogic dynamic, but evidence of the transformation of ideas and teaching practices regarding the education of students in disability were identified.
This research, which was based on the historical and cultural perspective of human development, focused on the education of students with disabilities in the context of school inclusion in order to identify the views and practices of teachers in relation to teaching these students and point out the dynamics of the changes arising from the partnership work in a collaborative perspective. Fieldwork took place in a Brazilian public school. Eleven meetings of ongoing training were recorded and subsequently transcribed. Data were organized in three themes: (1) The concepts and practices of teachers in their work with students with disabilities, (2) The theoretical basis as an opportunity to transform practices, and (3) The dynamic of transformations resulting from the work partnership. The accompanying analysis emphasized the interpersonal relationships, focusing on the dialogic dynamics. In the collaborative work, understood as a place of meaning production, the meanings attributed to the participants’ actions and sayings are diverse and not always coincide. Sometimes there are tensions and contradictions in the dialogic dynamic, but evidence of the transformation of ideas and teaching practices regarding the education of students in disability were identified.
Esta investigación, basada en una perspectiva histórica y cultural del desarrollo humano, se centró en la educación a los estudiantes con discapacidad en el contexto de la inclusión escolar con el fin de identificar los puntos de vista y las prácticas de los docentes en relación con la enseñanza de estos alumnos y señalar la dinámica de los cambios derivados del trabajo en una perspectiva de colaboración. El trabajo de campo se llevó a cabo en una escuela pública brasileña. Se realizaron 11 encuentros de formación continua, grabados y registrados con la posterior transcripción del material. Se organizaron los datos en tres unidades temáticas: (1) Los conceptos y prácticas de los docentes en relación con la enseñanza de los estudiantes con discapacidad, (2) Las bases teóricas como oportunidad para transformar las prácticas, y (3) La dinámica de las transformaciones que resultaran del trabajo conjunto.. El análisis enfatizo las relaciones interpersonales, centrándose en la dinámica dialógica. En el trabajo colaborativo, entendido como un lugar de producción de significado, los sentidos atribuidos a las acciones y dichos de los participantes son diversos y no siempre coinciden. A veces hay tensiones y contradicciones en la dinámica dialógica, pero se identificaron evidencias del proceso de transformación de las ideas y prácticas de enseñanza en relación con la enseñanza de los estudiantes en condición de discapacidad.
Cette recherche, qui repose sur une perspective historique et culturelle du développement humain, se focalise sur l’enseignement envers les élèves déficients dans un contexte d’inclusion scolaire, avec pour objectif d’identifier les conceptions et pratiques des professeurs quant à l’enseignement envers ces étudiants, ainsi que de montrer la dynamique des transformations qui découlent du travail de partenariat développé dans une perspective collaborative. Le travail de terrain a eu lieu dans une école publique au Brésil. Nous avons réalisé 11 rencontres en formation continue, avec des enregistrements audio pour support, et la transcription postérieure de tout le matériel. Les données ont été organisées en trois unités thématiques : (1) conceptions et pratiques des professeurs par rapport à l’enseignement des élèves qui possède une déficience, (2) matériel théorique comme possibilité de transformation des pratiques et (3) dynamique des transformations qui découlent du travail de partenariat développé. Les analyses explicatives privilégient les relations entre personnes, ayant pour centre la dynamique de dialogue. Dans le travail collaboratif, compris comme lieu de production de significations, les sens attribués aux actions et aux dires des participants sont divers et ne coïncident pas toujours. Il existe parfois des tensions et contradictions dans la dynamique dialogique, mais on n’identifie pas les indices de processus de transformation des conceptions et pratiques de professorat par rapport à l’enseignement auprès d’élèves en condition de déficience.
Descrição
Revista Lusófona de Educação
Palavras-chave
EDUCAÇÃO, EDUCATION, EDUCAÇÃO INCLUSIVA, INCLUSIVE EDUCATION, EDUCAÇÃO ESPECIAL, SPECIAL EDUCATION, FORMAÇÃO DE PROFESSORES, TEACHERS EDUCATION, FORMAÇÃO CONTÍNUA, CONTINUING EDUCATION, CRIANÇAS DEFICIENTES, DISABLED CHILDREN