A inclusão escolar nos discursos veiculados pela educação especial: estratégia discursiva de subjetivação docente
Ano de defesa: | 2014 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
|
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
Departamento: |
Educação
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/7139 |
Resumo: | This study has as focus on the discourses demonstrated by integration/inclusion that actually, it has been defining and redefining the education concerning to the perspective of the school s inclusion and ways of being a teacher. Therefore, it appeared the necessity to understand how teachers are being narrated and developed from the speeches concerning to the School s Inclusion. The research got in a post-structuralist approach, combined with Foucault's theories. It brings the notion of the speeches as a methodological concept and it takes the governamentality to operate as the main analytic s tool. It was possible to noticed the discourses around the School s Inclusion has been used by reason of the State, which makes this process imperative leading the professor s actions, showing to the teachers from the production of certain discursive strategies. Thus, with the analysis of the materials, it was possible to identify the recurrence of three subjectivity strategies discourse, being the operationalization around this, firstly, the felling, the acceptance and professor s consciousness concerning to the introduction of the students with disabilities in regular student s classes. After this, it was identified the strategy discourse around the teacher s responsibility for the success and promotion of the School s Inclusion of these students. And finally, with the movement from this acceptance and responsibility, it was found the third discursive strategy working around the capacity discourses and frequently training for the professors as an indispensable condition to them getting to promote the inclusion and be considered a competent teacher. From the analysis, can be thought, for example, that these discursive strategies of teacher subjectivity are placed consciousness into the operation in order to lead and govern the conduct of the teachers, creating ways of being in contemporary teaching, among others, can identify the teacher while enterprising of himself, who constantly invest in itself, to attend the order of the School s Inclusion. |
id |
UFSM-20_935a4dd4145adbd3d70869db0148d9d4 |
---|---|
oai_identifier_str |
oai:repositorio.ufsm.br:1/7139 |
network_acronym_str |
UFSM-20 |
network_name_str |
Manancial - Repositório Digital da UFSM |
repository_id_str |
|
spelling |
2015-02-262015-02-262014-03-10MOHR, Alana Claudia. SCHOOL INCLUSION IN SPEECHES CONVEYED BY SPECIAL EDUCATION: TEACHING STRATEGY DISCURSIVE SUBJECTIVITY. 2014. 134 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2014.http://repositorio.ufsm.br/handle/1/7139This study has as focus on the discourses demonstrated by integration/inclusion that actually, it has been defining and redefining the education concerning to the perspective of the school s inclusion and ways of being a teacher. Therefore, it appeared the necessity to understand how teachers are being narrated and developed from the speeches concerning to the School s Inclusion. The research got in a post-structuralist approach, combined with Foucault's theories. It brings the notion of the speeches as a methodological concept and it takes the governamentality to operate as the main analytic s tool. It was possible to noticed the discourses around the School s Inclusion has been used by reason of the State, which makes this process imperative leading the professor s actions, showing to the teachers from the production of certain discursive strategies. Thus, with the analysis of the materials, it was possible to identify the recurrence of three subjectivity strategies discourse, being the operationalization around this, firstly, the felling, the acceptance and professor s consciousness concerning to the introduction of the students with disabilities in regular student s classes. After this, it was identified the strategy discourse around the teacher s responsibility for the success and promotion of the School s Inclusion of these students. And finally, with the movement from this acceptance and responsibility, it was found the third discursive strategy working around the capacity discourses and frequently training for the professors as an indispensable condition to them getting to promote the inclusion and be considered a competent teacher. From the analysis, can be thought, for example, that these discursive strategies of teacher subjectivity are placed consciousness into the operation in order to lead and govern the conduct of the teachers, creating ways of being in contemporary teaching, among others, can identify the teacher while enterprising of himself, who constantly invest in itself, to attend the order of the School s Inclusion.Este estudo tem como foco os discursos veiculados pela revista Integração/Inclusão que atualmente vêm configurando e reconfigurando a Educação na perspectiva da inclusão escolar e, por consequência, os modos de ser docente. Diante disso, surgiu a necessidade de entender como os professores vêm sendo narrados, subjetivados e produzidos a partir dos discursos da Inclusão Escolar. A pesquisa insere-se em uma abordagem pós-estruturalista, articulada com teorizações foucaultianas. Traz a noção de discurso como noção metodológica e toma a governamentalidade e os modos de subjetivação para operarem durante toda a analítica do trabalho. Foi possível perceber que os discursos em torno da inclusão escolar vêm sendo operacionalizados por uma razão de Estado que torna esse processo um imperativo, conduzindo as condutas docentes e subjetivando os professores a partir da produção de determinadas estratégias discursivas. Com a análise dos materiais, foi possível identificar a recorrência de três estratégias discursivas de subjetivação, operacionalizadas, primeiramente, em torno da sensibilização, aceitação e conscientização dos professores em relação à inserção dos alunos com deficiência nas salas regulares de ensino. Posteriormente, identificou-se a estratégia discursiva referente à responsabilização docente para o sucesso e promoção da inclusão escolar desses alunos. Por fim, com o movimento a partir da aceitação e responsabilização, encontrou-se a terceira estratégia discursiva, funcionando em torno dos discursos da capacitação e aperfeiçoamento constantes dos professores como condição indispensável para o professor promover a inclusão e ser considerado um docente competente. A partir das análises, pode-se pensar, que essas estratégias discursivas de subjetivação docente são colocadas em funcionamento de maneira a conduzir e governar as condutas dos professores, produzindo modos de ser docente na contemporaneidade que, dentre outras coisas, podem identificar o docente como empreendedor de si, como aquele que investe constantemente em si para atender à ordem da inclusão escolar.Coordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfporUniversidade Federal de Santa MariaPrograma de Pós-Graduação em EducaçãoUFSMBREducaçãoInclusão escolarEducação especialGovernamentalidadeSubjetivação docenteSchool s inclusionSpecial educationGovernamentalitySubjectivity s professorCNPQ::CIENCIAS HUMANAS::EDUCACAOA inclusão escolar nos discursos veiculados pela educação especial: estratégia discursiva de subjetivação docenteSchool inclusion in speeches conveyed by special education: teaching strategy discursive subjectivityinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisNaujorks, Maria Inêshttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4765577U7Possa, Leandra Boerhttp://lattes.cnpq.br/1050405469171971Freitas, Cláudia Rodrigues dehttp://lattes.cnpq.br/5266827280052272Menezes, Eliana da Costa Pereira dehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4732084D0http://lattes.cnpq.br/4429023408187875Mohr, Alana Claudia70080000000640050050030030030086df12a0-afb9-47e9-bf9e-28d37a1e7454d68765da-3a2c-4cb2-8356-7e19926a85ce36625140-9516-4208-9768-c6c77198a58de390e91d-acd5-4e4d-ac23-1a30fcfba531459a7e2c-31f3-48fc-a06d-0b5ab40fdfaeinfo:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALMOHR, ALANA CLAUDIA.pdfapplication/pdf4403474http://repositorio.ufsm.br/bitstream/1/7139/1/MOHR%2c%20ALANA%20CLAUDIA.pdfe3020b3dfe4759fe2f1e53f221715eb0MD51TEXTMOHR, ALANA CLAUDIA.pdf.txtMOHR, ALANA CLAUDIA.pdf.txtExtracted texttext/plain275692http://repositorio.ufsm.br/bitstream/1/7139/2/MOHR%2c%20ALANA%20CLAUDIA.pdf.txt84df40a6358717b38f4d824043cabf0bMD52THUMBNAILMOHR, ALANA CLAUDIA.pdf.jpgMOHR, ALANA CLAUDIA.pdf.jpgIM Thumbnailimage/jpeg8287http://repositorio.ufsm.br/bitstream/1/7139/3/MOHR%2c%20ALANA%20CLAUDIA.pdf.jpg5a47a88393088c5aa8209fef3778d9e1MD531/71392022-06-28 12:49:43.096oai:repositorio.ufsm.br:1/7139Repositório Institucionalhttp://repositorio.ufsm.br/PUBhttp://repositorio.ufsm.br/oai/requestopendoar:39132022-06-28T15:49:43Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
A inclusão escolar nos discursos veiculados pela educação especial: estratégia discursiva de subjetivação docente |
dc.title.alternative.eng.fl_str_mv |
School inclusion in speeches conveyed by special education: teaching strategy discursive subjectivity |
title |
A inclusão escolar nos discursos veiculados pela educação especial: estratégia discursiva de subjetivação docente |
spellingShingle |
A inclusão escolar nos discursos veiculados pela educação especial: estratégia discursiva de subjetivação docente Mohr, Alana Claudia Inclusão escolar Educação especial Governamentalidade Subjetivação docente School s inclusion Special education Governamentality Subjectivity s professor CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
A inclusão escolar nos discursos veiculados pela educação especial: estratégia discursiva de subjetivação docente |
title_full |
A inclusão escolar nos discursos veiculados pela educação especial: estratégia discursiva de subjetivação docente |
title_fullStr |
A inclusão escolar nos discursos veiculados pela educação especial: estratégia discursiva de subjetivação docente |
title_full_unstemmed |
A inclusão escolar nos discursos veiculados pela educação especial: estratégia discursiva de subjetivação docente |
title_sort |
A inclusão escolar nos discursos veiculados pela educação especial: estratégia discursiva de subjetivação docente |
author |
Mohr, Alana Claudia |
author_facet |
Mohr, Alana Claudia |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Naujorks, Maria Inês |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4765577U7 |
dc.contributor.referee1.fl_str_mv |
Possa, Leandra Boer |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/1050405469171971 |
dc.contributor.referee2.fl_str_mv |
Freitas, Cláudia Rodrigues de |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/5266827280052272 |
dc.contributor.referee3.fl_str_mv |
Menezes, Eliana da Costa Pereira de |
dc.contributor.referee3Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4732084D0 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4429023408187875 |
dc.contributor.author.fl_str_mv |
Mohr, Alana Claudia |
contributor_str_mv |
Naujorks, Maria Inês Possa, Leandra Boer Freitas, Cláudia Rodrigues de Menezes, Eliana da Costa Pereira de |
dc.subject.por.fl_str_mv |
Inclusão escolar Educação especial Governamentalidade Subjetivação docente |
topic |
Inclusão escolar Educação especial Governamentalidade Subjetivação docente School s inclusion Special education Governamentality Subjectivity s professor CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
School s inclusion Special education Governamentality Subjectivity s professor |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This study has as focus on the discourses demonstrated by integration/inclusion that actually, it has been defining and redefining the education concerning to the perspective of the school s inclusion and ways of being a teacher. Therefore, it appeared the necessity to understand how teachers are being narrated and developed from the speeches concerning to the School s Inclusion. The research got in a post-structuralist approach, combined with Foucault's theories. It brings the notion of the speeches as a methodological concept and it takes the governamentality to operate as the main analytic s tool. It was possible to noticed the discourses around the School s Inclusion has been used by reason of the State, which makes this process imperative leading the professor s actions, showing to the teachers from the production of certain discursive strategies. Thus, with the analysis of the materials, it was possible to identify the recurrence of three subjectivity strategies discourse, being the operationalization around this, firstly, the felling, the acceptance and professor s consciousness concerning to the introduction of the students with disabilities in regular student s classes. After this, it was identified the strategy discourse around the teacher s responsibility for the success and promotion of the School s Inclusion of these students. And finally, with the movement from this acceptance and responsibility, it was found the third discursive strategy working around the capacity discourses and frequently training for the professors as an indispensable condition to them getting to promote the inclusion and be considered a competent teacher. From the analysis, can be thought, for example, that these discursive strategies of teacher subjectivity are placed consciousness into the operation in order to lead and govern the conduct of the teachers, creating ways of being in contemporary teaching, among others, can identify the teacher while enterprising of himself, who constantly invest in itself, to attend the order of the School s Inclusion. |
publishDate |
2014 |
dc.date.issued.fl_str_mv |
2014-03-10 |
dc.date.accessioned.fl_str_mv |
2015-02-26 |
dc.date.available.fl_str_mv |
2015-02-26 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
MOHR, Alana Claudia. SCHOOL INCLUSION IN SPEECHES CONVEYED BY SPECIAL EDUCATION: TEACHING STRATEGY DISCURSIVE SUBJECTIVITY. 2014. 134 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2014. |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/7139 |
identifier_str_mv |
MOHR, Alana Claudia. SCHOOL INCLUSION IN SPEECHES CONVEYED BY SPECIAL EDUCATION: TEACHING STRATEGY DISCURSIVE SUBJECTIVITY. 2014. 134 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2014. |
url |
http://repositorio.ufsm.br/handle/1/7139 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
700800000006 |
dc.relation.confidence.fl_str_mv |
400 500 500 300 300 300 |
dc.relation.authority.fl_str_mv |
86df12a0-afb9-47e9-bf9e-28d37a1e7454 d68765da-3a2c-4cb2-8356-7e19926a85ce 36625140-9516-4208-9768-c6c77198a58d e390e91d-acd5-4e4d-ac23-1a30fcfba531 459a7e2c-31f3-48fc-a06d-0b5ab40fdfae |
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 |
Universidade Federal de Santa Maria |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
BR |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Manancial - Repositório Digital da UFSM |
collection |
Manancial - Repositório Digital da UFSM |
bitstream.url.fl_str_mv |
http://repositorio.ufsm.br/bitstream/1/7139/1/MOHR%2c%20ALANA%20CLAUDIA.pdf http://repositorio.ufsm.br/bitstream/1/7139/2/MOHR%2c%20ALANA%20CLAUDIA.pdf.txt http://repositorio.ufsm.br/bitstream/1/7139/3/MOHR%2c%20ALANA%20CLAUDIA.pdf.jpg |
bitstream.checksum.fl_str_mv |
e3020b3dfe4759fe2f1e53f221715eb0 84df40a6358717b38f4d824043cabf0b 5a47a88393088c5aa8209fef3778d9e1 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 |
repository.name.fl_str_mv |
Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
|
_version_ |
1794524314789216256 |