Histórias costuradas : narrativas de docentes na educação especial

• Ano de defesa: 2023
• Autor(a) principal: Alonso, Monserrat Alonso
• Orientador(a): Reis, Marlene Barbosa de Freitas
• Banca de defesa: Reis, Marlene Barbosa de Freitas , Santos, Dayanna Pereira dos, Rocha, Leonor Paniago, Rodrigues, Olira Saraiva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Goiás
• Programa de Pós-Graduação: Programa de Pós-Graduação Interdisciplinar em Educação, Linguagem e Tecnologias (PPG-IELT)
• Departamento: UEG ::Coordenação de Mestrado Interdisciplinar em Educação, Linguagem e Tecnologias
• País: Brasil
• Palavras-chave em Português: Educação Especial; Educação especial - Formação Docente; Educação especial - Pesquisa Narrativa
• Palavras-chave em Inglês: Special Education; Special Education - Teacher Training; Special Education - Narrative Research
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.bdtd.ueg.br/handle/tede/1209

This dissertation has as its theme - Histórias Costuradas: Narrativas de Docentes na Educação Especial - and is linked to the Research Line: Education, School and Technologies Interdisciplinary Graduate Program in Education, Language and Technologies - PPG-IELT, of the State University of Goiás (UEG). In recent years, precisely from the 2000s onwards, Special Education has become more visible in educational research because it includes the social struggle of people with disabilities, as well as basic rights and the exercise of autonomy to the detriment of social/educational inequalities and historically dated prejudices. Because of this bias, this research investigated the perception of two teachers of the Municipal Education Network of Goiânia working in the Specialized Educational Service-AEE, motivated by the following guiding question: what are the articulations between the choice for teaching in Special Education in the Municipal Education Network of Goiânia and the perceptions of the Performance in the Specialized Educational Service? The general objective was: to unveil the perceptions of the teachers of Special Education of the Municipal Education Network of Goiânia to understand the links between professional choice and performance in the Specialized Educational Service. As a theoretical and methodological framework of the present study, authors who approach narrative research were used, such as: Clandinin and Connelly (2015); Bertaux (2010); Larrosa (1994, 2002, 2010); in relation to special education: Aranha (2005); Mantoan (2015); Mazzotta (1982, 2011); Kings (2013); Rock and Kings (2020); (Zavareze, 2009); and, regarding teacher education: Freire (1981, 1996); Denari (2006, 2014); Libanon (2008); Nóvoa (1992, 2001, 2017); Kings (2006, 2013, 2017, 2021); Tardif (2014); among others that discuss the topic. Legal frameworks and political-legal documents at the national and international level on special education were also used. The research is anchored in the qualitative approach because it is a social phenomenon and in the theoretical methodological assumptions of narrative research and exploratory objectives, having as a procedure the bibliographic research through documentary analyses. The narrative interview was used as a data collection technique. The results showed how the two participants of the research, teachers of the SEA in the SME, have meaning/resignified their teacher training and pedagogical practices, in order to ensure the need for articulation between the SEA teacher and the teacher of the regular teaching common room of the SME in the care of students with SEN in an inclusive perspective. Thus, this research weighed its relevance by evidencing that school inclusion is linked to teacher training and practice and that it is increasingly necessary to shorten the gaps and weaknesses in the process of becoming teachers in the inclusive perspective. It was identified the relevance of continuing education and the need for otherness as a daily practice of teaching in the construction of a school, in fact, inclusive.