Aprendizagem docente de professores alfabetizadores de aprendizes surdos
Ano de defesa: | 2011 |
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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/1/6984 |
Resumo: | This research is part of the line of research Training, Knowledge and Professional Development of the Graduate Program, Master of Education of Universidade Federal de Santa Maria. From the wires of theoretical studies that include Vygotsky (1997, 2006, 2007, 2010), Bakhtin (1988, 2003, 2010), Bolzan (2001, 2009, 2010), Leontiev (1984), Tardif (2002); Nóvoa (1991, 1995), Skliar (1995, 1997, 2010), we seek to understand the processes engendered in the constitution of teaching literacy and elements that constitute the process of learning to be a literacy teacher of deaf learners; know the conceptions about the teaching of teachers. To this end, we decided to work with qualitative research approach of socio-cultural end in which Vygotsky (2006, 2007, 1997), Bakhtin (1988, 2003), Freitas (1994, 2002), Connelly and Clandinin (1995) and Bolzan (2001, 2006, 2009) contributed to the process of analysis of the narratives of four literacy teachers of the Public Education State of Santa Maria. We understand the subject as the construction of historical and social interactions, based on Vygotskian and Bakhtinian conceptions of learning. Therefore we use as a tool for data collection, narrative interviews, guided by topical guides, we believe that this tool is favorable to understanding the senses and meanings of teaching in the context of deafness. From the analysis of narratives of literacy teachers, it was possible to identify three categories that indicate aspects of the teacher learning of literacy teachers of deaf learners: the incipient nature of teaching in the context of deafness, the production of teaching in the context of deafness and the consolidation of teaching in the context of deafness. In the path taken during the research, we also identified that the categories explored are linked to pedagogical action which is constituted in the awareness of the requirements of the field of knowledge, the narratives show that as in the teachers were lecturing in the context of deafness, they developed as teachers, changing ways of doing from knowledge built through the practice established in collaboration between the individuals involved in the process. It was possible to understand that the categories are consolidated in the texture of the professorial design with different brands that permeate the mode of action of the teachers, source of reflection and understanding of the demands of teaching in the context of deafness. In this sense, we understand that learning teaching in this specific point takes place in the dialogical context, requires knowledge and action that are different, because of the specifics related to cultural context. We understand that solidarity in teaching is a mark that cuts across the three categories presented, the constituent element of the learning field of knowledge. Deaf teachers and hearing individuals are estimulated each other, constituting the shared pedagogical knowledge as a favorable element to teaching learning process in the context of deafness. |
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2012-08-282012-08-282011-10-27HAUTRIVE, Giovana Medianeira Fracari. ALearning teaching of literacy teachers of deaf students. 2011. 205 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2011.http://repositorio.ufsm.br/handle/1/6984This research is part of the line of research Training, Knowledge and Professional Development of the Graduate Program, Master of Education of Universidade Federal de Santa Maria. From the wires of theoretical studies that include Vygotsky (1997, 2006, 2007, 2010), Bakhtin (1988, 2003, 2010), Bolzan (2001, 2009, 2010), Leontiev (1984), Tardif (2002); Nóvoa (1991, 1995), Skliar (1995, 1997, 2010), we seek to understand the processes engendered in the constitution of teaching literacy and elements that constitute the process of learning to be a literacy teacher of deaf learners; know the conceptions about the teaching of teachers. To this end, we decided to work with qualitative research approach of socio-cultural end in which Vygotsky (2006, 2007, 1997), Bakhtin (1988, 2003), Freitas (1994, 2002), Connelly and Clandinin (1995) and Bolzan (2001, 2006, 2009) contributed to the process of analysis of the narratives of four literacy teachers of the Public Education State of Santa Maria. We understand the subject as the construction of historical and social interactions, based on Vygotskian and Bakhtinian conceptions of learning. Therefore we use as a tool for data collection, narrative interviews, guided by topical guides, we believe that this tool is favorable to understanding the senses and meanings of teaching in the context of deafness. From the analysis of narratives of literacy teachers, it was possible to identify three categories that indicate aspects of the teacher learning of literacy teachers of deaf learners: the incipient nature of teaching in the context of deafness, the production of teaching in the context of deafness and the consolidation of teaching in the context of deafness. In the path taken during the research, we also identified that the categories explored are linked to pedagogical action which is constituted in the awareness of the requirements of the field of knowledge, the narratives show that as in the teachers were lecturing in the context of deafness, they developed as teachers, changing ways of doing from knowledge built through the practice established in collaboration between the individuals involved in the process. It was possible to understand that the categories are consolidated in the texture of the professorial design with different brands that permeate the mode of action of the teachers, source of reflection and understanding of the demands of teaching in the context of deafness. In this sense, we understand that learning teaching in this specific point takes place in the dialogical context, requires knowledge and action that are different, because of the specifics related to cultural context. We understand that solidarity in teaching is a mark that cuts across the three categories presented, the constituent element of the learning field of knowledge. Deaf teachers and hearing individuals are estimulated each other, constituting the shared pedagogical knowledge as a favorable element to teaching learning process in the context of deafness.Esta pesquisa insere-se na linha de pesquisa Formação, Saberes e Desenvolvimento Profissional do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria. A partir de fios teóricos que contemplam estudos de Vygotski (1997, 2006, 2007, 2010a), Bakhtin (1988, 2003, 2010), Bolzan (2001, 2009, 2010); Leontiev (1984); Tardif (2002); Nóvoa (1991, 1995), Skliar (1995, 1997, 2010), buscamos compreender os processos engendrados na constituição da docência alfabetizadora e os elementos que constituem o processo de aprender a ser professor alfabetizador de aprendizes surdos; e conhecer as concepções acerca da docência desses professores. Para tanto, optamos por trabalhar com a abordagem de pesquisa qualitativa de cunho sociocultural de Vygotski (2006, 2007, 1997); Bakhtin (1988, 2003); Freitas (1994, 2002); Connelly e Clandinin (1995) e Bolzan (2001, 2006, 2009) cujas ideias contribuíram para o processo das análises das narrativas de quatro professoras alfabetizadoras do Sistema Público Estadual de Educação de Santa Maria. Tendo como base as concepções vygotskianas e bakhtinianas de aprendizagem, compreendemos o sujeito como construção das interações históricas e sociais, assim, utilizamos como instrumento para a coleta de dados, entrevistas narrativas, orientadas por tópicos guias, e acreditamos que esse instrumento é favorável para compreendermos os sentidos e significados da docência no contexto da surdez. A partir da análise das narrativas das professoras alfabetizadoras, foi possível evidenciarmos três categorias que assinalam elementos referentes à aprendizagem docente de professores alfabetizadores de aprendizes surdos: a incipiência da docência no contexto da surdez; a produção da docência no contexto da surdez e a consolidação da docência no contexto da surdez. No caminho percorrido durante a pesquisa, identificamos também que as categorias exploradas estão vinculadas à ação pedagógica que se constitui na tomada de consciência sobre as exigências do campo de saber; as narrativas mostram que à medida que as professoras foram exercendo a docência no contexto da surdez, se desenvolveram como professoras, alterando modos de fazer a partir de saberes construídos por meio da prática constituída na colaboração entre os sujeitos envolvidos no processo. Foi possível compreender que as categorias se consolidam na tessitura do desenho professoral com distintas marcas que permeiam o modo de atuação das professoras, fonte de reflexão e entendimento das exigências da docência no contexto da surdez. Nesse sentido, compreendemos que a aprendizagem da docência nessa especificidade se dá no contexto dialógico, demanda saberes e atuação diferenciados devido às especificidades relacionadas ao contexto cultural. Compreendemos que a solidariedade docente é marca que perpassa as três categorias apresentadas, elemento constituinte da aprendizagem do campo de saber. Os professores surdos e ouvintes são estímulos auxiliares uns para os outros, constituindo o conhecimento pedagógico compartilhado como elemento favorável ao processo de aprendizagem docente no contexto da surdez.Coordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfporUniversidade Federal de Santa MariaPrograma de Pós-Graduação em EducaçãoUFSMBREducaçãoAprendizagem docenteDocência alfabetizadoraAprendizes surdosLearning teachingTeaching literacyDeaf learnersCNPQ::CIENCIAS HUMANAS::EDUCACAOAprendizagem docente de professores alfabetizadores de aprendizes surdosLearning teaching of literacy teachers of deaf studentsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisBolzan, Doris Pires Vargashttp://lattes.cnpq.br/3167841618840023Ferreira, Valeria Silvahttp://lattes.cnpq.br/2155129322801874Costas, Fabiane Adela Tonettohttp://lattes.cnpq.br/3514821940003826Veiga, Adriana Moreira da Rochahttp://lattes.cnpq.br/9245252793422468http://lattes.cnpq.br/5110035393570121Hautrive, Giovana Medianeira Fracari700800000006400500500300500500b44424f4-3a2c-42d2-af99-762aa9d1acde8bb1a87d-f73c-4e5f-a484-454ef45afb54bc799a9b-fc39-43ef-b365-94a128457bd53fc88fdf-90f2-46e2-a0c2-940a806a93e729ceb0cd-4ca5-4688-a868-1455965d64bcinfo:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALHAUTRIVE, GIOVANA MEDIANEIRA FRACARI.pdfapplication/pdf3663959http://repositorio.ufsm.br/bitstream/1/6984/1/HAUTRIVE%2c%20GIOVANA%20MEDIANEIRA%20FRACARI.pdf32e0ae655df591bbdc6dcc4920ead9caMD51TEXTHAUTRIVE, GIOVANA MEDIANEIRA FRACARI.pdf.txtHAUTRIVE, GIOVANA MEDIANEIRA FRACARI.pdf.txtExtracted texttext/plain431579http://repositorio.ufsm.br/bitstream/1/6984/2/HAUTRIVE%2c%20GIOVANA%20MEDIANEIRA%20FRACARI.pdf.txtf7d518f9dc259276b57ce24c545c04d0MD52THUMBNAILHAUTRIVE, GIOVANA MEDIANEIRA FRACARI.pdf.jpgHAUTRIVE, GIOVANA MEDIANEIRA FRACARI.pdf.jpgIM Thumbnailimage/jpeg4968http://repositorio.ufsm.br/bitstream/1/6984/3/HAUTRIVE%2c%20GIOVANA%20MEDIANEIRA%20FRACARI.pdf.jpgede7540b3d8c12ffb7466ea5fa1f1008MD531/69842023-05-30 10:02:32.619oai:repositorio.ufsm.br:1/6984Repositório Institucionalhttp://repositorio.ufsm.br/PUBhttp://repositorio.ufsm.br/oai/requestopendoar:39132023-05-30T13:02:32Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
Aprendizagem docente de professores alfabetizadores de aprendizes surdos |
dc.title.alternative.eng.fl_str_mv |
Learning teaching of literacy teachers of deaf students |
title |
Aprendizagem docente de professores alfabetizadores de aprendizes surdos |
spellingShingle |
Aprendizagem docente de professores alfabetizadores de aprendizes surdos Hautrive, Giovana Medianeira Fracari Aprendizagem docente Docência alfabetizadora Aprendizes surdos Learning teaching Teaching literacy Deaf learners CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Aprendizagem docente de professores alfabetizadores de aprendizes surdos |
title_full |
Aprendizagem docente de professores alfabetizadores de aprendizes surdos |
title_fullStr |
Aprendizagem docente de professores alfabetizadores de aprendizes surdos |
title_full_unstemmed |
Aprendizagem docente de professores alfabetizadores de aprendizes surdos |
title_sort |
Aprendizagem docente de professores alfabetizadores de aprendizes surdos |
author |
Hautrive, Giovana Medianeira Fracari |
author_facet |
Hautrive, Giovana Medianeira Fracari |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Bolzan, Doris Pires Vargas |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3167841618840023 |
dc.contributor.referee1.fl_str_mv |
Ferreira, Valeria Silva |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/2155129322801874 |
dc.contributor.referee2.fl_str_mv |
Costas, Fabiane Adela Tonetto |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/3514821940003826 |
dc.contributor.referee3.fl_str_mv |
Veiga, Adriana Moreira da Rocha |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/9245252793422468 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5110035393570121 |
dc.contributor.author.fl_str_mv |
Hautrive, Giovana Medianeira Fracari |
contributor_str_mv |
Bolzan, Doris Pires Vargas Ferreira, Valeria Silva Costas, Fabiane Adela Tonetto Veiga, Adriana Moreira da Rocha |
dc.subject.por.fl_str_mv |
Aprendizagem docente Docência alfabetizadora Aprendizes surdos |
topic |
Aprendizagem docente Docência alfabetizadora Aprendizes surdos Learning teaching Teaching literacy Deaf learners CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Learning teaching Teaching literacy Deaf learners |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This research is part of the line of research Training, Knowledge and Professional Development of the Graduate Program, Master of Education of Universidade Federal de Santa Maria. From the wires of theoretical studies that include Vygotsky (1997, 2006, 2007, 2010), Bakhtin (1988, 2003, 2010), Bolzan (2001, 2009, 2010), Leontiev (1984), Tardif (2002); Nóvoa (1991, 1995), Skliar (1995, 1997, 2010), we seek to understand the processes engendered in the constitution of teaching literacy and elements that constitute the process of learning to be a literacy teacher of deaf learners; know the conceptions about the teaching of teachers. To this end, we decided to work with qualitative research approach of socio-cultural end in which Vygotsky (2006, 2007, 1997), Bakhtin (1988, 2003), Freitas (1994, 2002), Connelly and Clandinin (1995) and Bolzan (2001, 2006, 2009) contributed to the process of analysis of the narratives of four literacy teachers of the Public Education State of Santa Maria. We understand the subject as the construction of historical and social interactions, based on Vygotskian and Bakhtinian conceptions of learning. Therefore we use as a tool for data collection, narrative interviews, guided by topical guides, we believe that this tool is favorable to understanding the senses and meanings of teaching in the context of deafness. From the analysis of narratives of literacy teachers, it was possible to identify three categories that indicate aspects of the teacher learning of literacy teachers of deaf learners: the incipient nature of teaching in the context of deafness, the production of teaching in the context of deafness and the consolidation of teaching in the context of deafness. In the path taken during the research, we also identified that the categories explored are linked to pedagogical action which is constituted in the awareness of the requirements of the field of knowledge, the narratives show that as in the teachers were lecturing in the context of deafness, they developed as teachers, changing ways of doing from knowledge built through the practice established in collaboration between the individuals involved in the process. It was possible to understand that the categories are consolidated in the texture of the professorial design with different brands that permeate the mode of action of the teachers, source of reflection and understanding of the demands of teaching in the context of deafness. In this sense, we understand that learning teaching in this specific point takes place in the dialogical context, requires knowledge and action that are different, because of the specifics related to cultural context. We understand that solidarity in teaching is a mark that cuts across the three categories presented, the constituent element of the learning field of knowledge. Deaf teachers and hearing individuals are estimulated each other, constituting the shared pedagogical knowledge as a favorable element to teaching learning process in the context of deafness. |
publishDate |
2011 |
dc.date.issued.fl_str_mv |
2011-10-27 |
dc.date.accessioned.fl_str_mv |
2012-08-28 |
dc.date.available.fl_str_mv |
2012-08-28 |
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HAUTRIVE, Giovana Medianeira Fracari. ALearning teaching of literacy teachers of deaf students. 2011. 205 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2011. |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/6984 |
identifier_str_mv |
HAUTRIVE, Giovana Medianeira Fracari. ALearning teaching of literacy teachers of deaf students. 2011. 205 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2011. |
url |
http://repositorio.ufsm.br/handle/1/6984 |
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