Narrativas e percepções das experiências docentes: Ação formativa do Programa Educação Inclusiva - Direito à Diversidade (2009-2012)
Ano de defesa: | 2022 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Estadual da Paraíba
|
Programa de Pós-Graduação: |
Programa de Pós-Graduação Profissional em Formação de Professores - PPGPFP
|
Departamento: |
Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
|
País: |
Brasil
|
Palavras-chave em Português: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://tede.bc.uepb.edu.br/jspui/handle/tede/4474 |
Resumo: | It can be seen that the movement produced by research that is affiliated with inclusion encourages the search for tools that promote insight to understand the formative processes. To this end, we conceive inclusion as a phenomenon in motion that undergoes changes through the action of the different subjects that are part of it, underpinning actions capable of reaching all social subjects. It investigates the experiences of teachers of the Elementary School - Early Years (EFAI) through the actions developed in the program Inclusive Education: Right to Diversity, under the premise of "being formed". It fosters meanings and experiences in the struggle for the inclusion of all. It has the concern of listening to the teachers and, based on their voices, answer the problem: what is the impact that the training offered by the program in inclusive contexts had in the municipal education network from 2009 to 2012? Have teachers strengthened their pedagogical practices and teaching identity, regarding the National Policy of Special Education from the Perspective of Inclusive Education? To this end, the research locus was the Municipal Secretary of Education of Guarabira/Paraíba. It has as a General Objective: To realize in which the training of teachers in an inclusive perspective, held through the program Inclusive Education: Right to Diversity, impacted on teaching practice by establishing teaching identity and new knowledge to teachers of EFAI in the municipal education network in Guarabira-PB. The qualitative approach methodology is used, through the process of listening to the narratives, using the interview as a tool. It is relevant in this process the "sensitive listening" of the subjects: six EFAI teachers participating in the training and the intersection of the speeches with the supporting actors: (municipal manager, secretary of education and the manager of the pilot school). The aim was to share the researcher's personal experiences and to assess the perceptions and knowledge of the object, in the speech and also in the writing of the narratives, an assumption for discussion regarding the alternative movement of changes in the inclusion policy. The data analysis was based on the practices developed through the experiences told by the teachers in the pedagogical workshop, transformed into Monadas. It concludes that even though it has had a significant impact and has built up teacher re-significations, it is still necessary to give meaning to pedagogical work. |
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Bueno, João Batista Gonçalveshttp://lattes.cnpq.br/6943428946275470Nascimento, Robéria Nádia Araújohttp://lattes.cnpq.br/9966633992626905Schlünzen, Elisa Tomoe Moriyahttp://lattes.cnpq.br/7346754405819238https://lattes.cnpq.br/9412532701447739Matias, Maria Valdinete de Pontes2023-02-24T05:19:48Z2022-11-25Matias, Maria Valdinete de Pontes. Narrativas e percepções das experiências docentes: Ação formativa do Programa Educação Inclusiva - Direito à Diversidade (2009-2012). 2022. 225f. Dissertação( Programa de Pós-Graduação Profissional em Formação de Professores - PPGPFP) - Universidade Estadual da Paraíba, Campina Grande, 2022.http://tede.bc.uepb.edu.br/jspui/handle/tede/4474It can be seen that the movement produced by research that is affiliated with inclusion encourages the search for tools that promote insight to understand the formative processes. To this end, we conceive inclusion as a phenomenon in motion that undergoes changes through the action of the different subjects that are part of it, underpinning actions capable of reaching all social subjects. It investigates the experiences of teachers of the Elementary School - Early Years (EFAI) through the actions developed in the program Inclusive Education: Right to Diversity, under the premise of "being formed". It fosters meanings and experiences in the struggle for the inclusion of all. It has the concern of listening to the teachers and, based on their voices, answer the problem: what is the impact that the training offered by the program in inclusive contexts had in the municipal education network from 2009 to 2012? Have teachers strengthened their pedagogical practices and teaching identity, regarding the National Policy of Special Education from the Perspective of Inclusive Education? To this end, the research locus was the Municipal Secretary of Education of Guarabira/Paraíba. It has as a General Objective: To realize in which the training of teachers in an inclusive perspective, held through the program Inclusive Education: Right to Diversity, impacted on teaching practice by establishing teaching identity and new knowledge to teachers of EFAI in the municipal education network in Guarabira-PB. The qualitative approach methodology is used, through the process of listening to the narratives, using the interview as a tool. It is relevant in this process the "sensitive listening" of the subjects: six EFAI teachers participating in the training and the intersection of the speeches with the supporting actors: (municipal manager, secretary of education and the manager of the pilot school). The aim was to share the researcher's personal experiences and to assess the perceptions and knowledge of the object, in the speech and also in the writing of the narratives, an assumption for discussion regarding the alternative movement of changes in the inclusion policy. The data analysis was based on the practices developed through the experiences told by the teachers in the pedagogical workshop, transformed into Monadas. It concludes that even though it has had a significant impact and has built up teacher re-significations, it is still necessary to give meaning to pedagogical work.Percebe-se que o movimento produzido pelas pesquisas que se filiam à inclusão fomenta buscar ferramentas que promovam o discernimento para compreensão dos processos formativos. Para tanto, concebemos a inclusão como um fenômeno em movimento que sofre mudanças pela ação dos diferentes sujeitos que dela fazem parte subjazendo ações capazes de alcançar todos os sujeitos sociais. Investiga as experiências dos professores do Ensino Fundamental -Anos Iniciais (EFAI) por meio das ações desenvolvidas no programa Educação Inclusiva: Direito à Diversidade, tendo como premissa o “formar-se". Fomenta significações e experiências na luta pela inclusão de todos. Tem a inquietação de ouvir os professores e a partir das suas vozes responder a problemática: qual o impacto que a formação ofertada pelo programa em contextos inclusivos teve na rede de ensino municipal de 2009 a 2012? Os professores instituíram fortalecimento das práticas pedagógicas e identidade docente, no que tange a Política Nacional da Educação Especial na Perspectiva da Educação Inclusiva (PNEEPEI)? Para tanto, teve como lócus de pesquisa a Secretaria Municipal de Educação de Guarabira/Paraíba (SMEG/PB). Traz como Objetivo Geral: Perceber em que a formação dos professores numa perspectiva inclusiva, realizada por meio do programa Educação Inclusiva: Direito a Diversidade, impactou na prática pedagógica instituindo identidade docente e novos saberes aos docentes do EFAI na rede municipal de ensino em Guarabira-PB. Utiliza-se da metodologia de abordagem qualitativa, por meio do processo de escuta das narrativas, tendo como ferramenta a entrevista. Torna-se relevante neste processo a “escuta sensível” dos sujeitos: seis professores do EFAI participantes da formação e o entrecruzamento das falas com os coadjuvantes: (Gestora municipal, secretária de educação e a gestora da escola piloto). Buscou-se compartilhar experiências pessoais da pesquisadora e fazer aferição a partir das percepções e conhecimento do objeto, na fala e também na escrita das narrativas, pressuposto para discussão no que concerne o movimento alternativo de mudanças na política de inclusão. Houve como análise dos dados as práticas desenvolvidas por meio das experiências contada pelos professores na oficina pedagógica, transformadas em Mônadas. Conclui que mesmo tendo um impacto significativo e ter construído ressignificações docentes, ainda é preciso dar sentido o trabalho pedagógico.Submitted by Concluinte Mestrado (concluinte.mestrado@setor.uepb.edu.br) on 2023-02-24T05:15:50Z No. of bitstreams: 2 DS - Valdinete Matias.pdf: 6345698 bytes, checksum: 2255126b5a39892d65ee3b653658f9e1 (MD5) Valdinete termo.pdf: 155497 bytes, checksum: 6c355b70ee89e220f694bbeda348704c (MD5)Approved for entry into archive by Secta BC (secta.csu.bc@uepb.edu.br) on 2023-02-24T05:18:31Z (GMT) No. of bitstreams: 2 DS - Valdinete Matias.pdf: 6345698 bytes, checksum: 2255126b5a39892d65ee3b653658f9e1 (MD5) Valdinete termo.pdf: 155497 bytes, checksum: 6c355b70ee89e220f694bbeda348704c (MD5)Made available in DSpace on 2023-02-24T05:19:48Z (GMT). No. of bitstreams: 2 DS - Valdinete Matias.pdf: 6345698 bytes, checksum: 2255126b5a39892d65ee3b653658f9e1 (MD5) Valdinete termo.pdf: 155497 bytes, checksum: 6c355b70ee89e220f694bbeda348704c (MD5) Previous issue date: 2022-11-25application/pdfporUniversidade Estadual da ParaíbaPrograma de Pós-Graduação Profissional em Formação de Professores - PPGPFPUEPBBrasilPró-Reitoria de Pós-Graduação e Pesquisa - PRPGPFormação de professoresEducação inclusivaIdentidade docentePráticas pedagógicasCIENCIAS HUMANAS::EDUCACAONarrativas e percepções das experiências docentes: Ação formativa do Programa Educação Inclusiva - Direito à Diversidade (2009-2012)info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis5620692928460873310600600600524871450381110278-240345818910352367info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UEPBinstname:Universidade Estadual da Paraíba (UEPB)instacron:UEPBORIGINALValdinete termo.pdfValdinete termo.pdfapplication/pdf155497http://tede.bc.uepb.edu.br/jspui/bitstream/tede/4474/3/Valdinete+termo.pdf6c355b70ee89e220f694bbeda348704cMD53DS - Valdinete Matias.pdfDS - Valdinete Matias.pdfapplication/pdf6345767http://tede.bc.uepb.edu.br/jspui/bitstream/tede/4474/4/DS+-+Valdinete+Matias.pdf883bf17a11604ca2ab6351ae8c683adaMD54LICENSElicense.txtlicense.txttext/plain; charset=utf-81960http://tede.bc.uepb.edu.br/jspui/bitstream/tede/4474/1/license.txt6052ae61e77222b2086e666b7ae213ceMD51tede/44742023-07-26 10:48:00.662oai:tede.bc.uepb.edu.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede.bc.uepb.edu.br/jspui/PUBhttp://tede.bc.uepb.edu.br/oai/requestbc@uepb.edu.br||opendoar:2023-07-26T13:48Biblioteca Digital de Teses e Dissertações da UEPB - Universidade Estadual da Paraíba (UEPB)false |
dc.title.por.fl_str_mv |
Narrativas e percepções das experiências docentes: Ação formativa do Programa Educação Inclusiva - Direito à Diversidade (2009-2012) |
title |
Narrativas e percepções das experiências docentes: Ação formativa do Programa Educação Inclusiva - Direito à Diversidade (2009-2012) |
spellingShingle |
Narrativas e percepções das experiências docentes: Ação formativa do Programa Educação Inclusiva - Direito à Diversidade (2009-2012) Matias, Maria Valdinete de Pontes Formação de professores Educação inclusiva Identidade docente Práticas pedagógicas CIENCIAS HUMANAS::EDUCACAO |
title_short |
Narrativas e percepções das experiências docentes: Ação formativa do Programa Educação Inclusiva - Direito à Diversidade (2009-2012) |
title_full |
Narrativas e percepções das experiências docentes: Ação formativa do Programa Educação Inclusiva - Direito à Diversidade (2009-2012) |
title_fullStr |
Narrativas e percepções das experiências docentes: Ação formativa do Programa Educação Inclusiva - Direito à Diversidade (2009-2012) |
title_full_unstemmed |
Narrativas e percepções das experiências docentes: Ação formativa do Programa Educação Inclusiva - Direito à Diversidade (2009-2012) |
title_sort |
Narrativas e percepções das experiências docentes: Ação formativa do Programa Educação Inclusiva - Direito à Diversidade (2009-2012) |
author |
Matias, Maria Valdinete de Pontes |
author_facet |
Matias, Maria Valdinete de Pontes |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Bueno, João Batista Gonçalves |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6943428946275470 |
dc.contributor.referee1.fl_str_mv |
Nascimento, Robéria Nádia Araújo |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/9966633992626905 |
dc.contributor.referee2.fl_str_mv |
Schlünzen, Elisa Tomoe Moriya |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/7346754405819238 |
dc.contributor.authorLattes.fl_str_mv |
https://lattes.cnpq.br/9412532701447739 |
dc.contributor.author.fl_str_mv |
Matias, Maria Valdinete de Pontes |
contributor_str_mv |
Bueno, João Batista Gonçalves Nascimento, Robéria Nádia Araújo Schlünzen, Elisa Tomoe Moriya |
dc.subject.por.fl_str_mv |
Formação de professores Educação inclusiva Identidade docente Práticas pedagógicas |
topic |
Formação de professores Educação inclusiva Identidade docente Práticas pedagógicas CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
It can be seen that the movement produced by research that is affiliated with inclusion encourages the search for tools that promote insight to understand the formative processes. To this end, we conceive inclusion as a phenomenon in motion that undergoes changes through the action of the different subjects that are part of it, underpinning actions capable of reaching all social subjects. It investigates the experiences of teachers of the Elementary School - Early Years (EFAI) through the actions developed in the program Inclusive Education: Right to Diversity, under the premise of "being formed". It fosters meanings and experiences in the struggle for the inclusion of all. It has the concern of listening to the teachers and, based on their voices, answer the problem: what is the impact that the training offered by the program in inclusive contexts had in the municipal education network from 2009 to 2012? Have teachers strengthened their pedagogical practices and teaching identity, regarding the National Policy of Special Education from the Perspective of Inclusive Education? To this end, the research locus was the Municipal Secretary of Education of Guarabira/Paraíba. It has as a General Objective: To realize in which the training of teachers in an inclusive perspective, held through the program Inclusive Education: Right to Diversity, impacted on teaching practice by establishing teaching identity and new knowledge to teachers of EFAI in the municipal education network in Guarabira-PB. The qualitative approach methodology is used, through the process of listening to the narratives, using the interview as a tool. It is relevant in this process the "sensitive listening" of the subjects: six EFAI teachers participating in the training and the intersection of the speeches with the supporting actors: (municipal manager, secretary of education and the manager of the pilot school). The aim was to share the researcher's personal experiences and to assess the perceptions and knowledge of the object, in the speech and also in the writing of the narratives, an assumption for discussion regarding the alternative movement of changes in the inclusion policy. The data analysis was based on the practices developed through the experiences told by the teachers in the pedagogical workshop, transformed into Monadas. It concludes that even though it has had a significant impact and has built up teacher re-significations, it is still necessary to give meaning to pedagogical work. |
publishDate |
2022 |
dc.date.issued.fl_str_mv |
2022-11-25 |
dc.date.accessioned.fl_str_mv |
2023-02-24T05:19:48Z |
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dc.identifier.citation.fl_str_mv |
Matias, Maria Valdinete de Pontes. Narrativas e percepções das experiências docentes: Ação formativa do Programa Educação Inclusiva - Direito à Diversidade (2009-2012). 2022. 225f. Dissertação( Programa de Pós-Graduação Profissional em Formação de Professores - PPGPFP) - Universidade Estadual da Paraíba, Campina Grande, 2022. |
dc.identifier.uri.fl_str_mv |
http://tede.bc.uepb.edu.br/jspui/handle/tede/4474 |
identifier_str_mv |
Matias, Maria Valdinete de Pontes. Narrativas e percepções das experiências docentes: Ação formativa do Programa Educação Inclusiva - Direito à Diversidade (2009-2012). 2022. 225f. Dissertação( Programa de Pós-Graduação Profissional em Formação de Professores - PPGPFP) - Universidade Estadual da Paraíba, Campina Grande, 2022. |
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