Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-03-02T23:09:21Z No. of bitstreams: 1 LucianaMedeirosDaCunha_DISSERT.pdf: 919340 bytes, checksum: 6caaa63617bb9a4372ce93881bfb7914 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-03-04T22:39:41Z (GMT) No. of bitstreams: 1 LucianaMedeirosDaCunha_DISSERT.pdf: 919340 bytes, checksum: 6caaa63617bb9a4372ce93881bfb7914 (MD5) / Made available in DSpace on 2016-03-04T22:39:41Z (GMT). No. of bitstreams: 1 LucianaMedeirosDaCunha_DISSERT.pdf: 919340 bytes, checksum: 6caaa63617bb9a4372ce93881bfb7914 (MD5) Previous issue date: 2014-07-14 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico - CNPq / A disserta??o tomou como objeto de estudo a media??o biogr?fica, entendida como o acompanhamento de pessoas em forma??o que desenvolvem um trabalho biogr?fico sobre suas experi?ncias com a ajuda de um formador (PASSEGGI, 2007, 2011). A pesquisa foi realizada em um componente curricular do Curso de Forma??o Inicial e Continuada de professores da rede p?blica de ensino, oferecido pelo Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte (IFRN/ Campus Ipangua?u), cujo p?blico alvo se caracterizava pela diversidade de experi?ncias de forma??o e profissionais. O objetivo geral ? investigar as potencialidades dos procedimentos e dispositivos utilizados para mediar a reflex?o sobre saberes necess?rios ? pr?tica docente, a partir da pr?pria experi?ncia (autobiogr?fica) e da experi?ncia do outro (heterobiogr?fica). Procurou-se responder ?s seguintes perguntas: como os professores em forma??o se relacionam com os saberes da experi?ncia? Que procedimentos e dispositivos contribuem para a forma??o docente nas tr?s dimens?es da media??o biogr?fica (inici?tica, mai?utica, hermen?utica)? Como oportunizar a autoforma??o e a heteroforma??o? Os princ?pios te?ricos e metodol?gicos da pesquisa inspiram-se nos pressupostos epistemol?gicos de estudos e pesquisas que colocam no centro da investiga??o e da forma??o a pessoa que se formar e postulam sua capacidade de reflex?o e de reinven??o de si (FREIRE, 1987, 1996, 2001, 2011; JOSSO, 2008, 2010, 2012; DELORY-MONBERGER, 2006, 2008, 2012; CHARLOT, 2000; CATANI, 2001; PASSEGGI, 2008; 2010; 2011; 2012). Foram selecionados entre os participantes do Curso, 06 (seis) professores, no exerc?cio da profiss?o, que participaram integralmente dos 7 (sete) encontros do m?dulo, durante os quais trabalharam sobre t?picos de estudos, relativos ao Curso; partilharam narrativas sobre suas experi?ncias de forma??o e desenvolveram uma escuta acompanhada das narrativas no grupo. O material emp?rico est? constitu?do pelas narrativas dos seis participantes e por quadros de escutas preenchidos por eles nos momentos de socializa??o das narrativas. As an?lises se realizaram seguindo tr?s eixos: a) o percurso do m?dulo e os procedimentos de media??o biogr?fica; b) as rela??es formador/professores nas tr?s dimens?es da media??o biogr?fica; c) o quadro de escuta como dispositivo de media??o biogr?fica. Conclui-se que os procedimentos e dispositivos utilizados possibilitaram aprendizagens espec?ficas que se constituem como insumos para as pr?ticas de forma??o inicial e continuada de professores, assim como para a forma??o do formador-pesquisador sobre o trabalho com narrativas autobiogr?ficas, possibilitando o coinvestimento dos participantes nos processos de autoforma??o e de heteroforma??o. / This work aims at studying the biographical mediation taken as the progress of people in formation process who develop a biographical work on their own experiences with the help of a former (PASSEGGI, 2006, 2011). The research was carried out on a curricular component from Curso de Forma??o Inicial e Continuada (initial and continuous process of formation of teachers) with teachers from public schools developed by Instituto Federal de Educa??o do Rio Grande do Norte (IFRN/ Ipangua?u). The target audience featured diversity of professionals and experiences of formation. The general objective studied the potentials of procedures and devices used to mediate the reflection about the necessary knowledge to teaching practice based on their own experiences (auto-biographical) and the experience from the others (hetero-biographical). The study tried to respond to the following questions: how do teachers in formation relate themselves to the knowledge from experience? What procedures and devices contribute on the teachers? formation on the three different dimensions of biographical mediation (initiatory, maieutic, hermeneutics)? How to provide the auto-formation and hetero-formation? The theories and methods of this work are based on studies and researches that place the person in formation in the center of investigation and formation and analyze their reflective, re-inventive and self-re-inventive capacity. (FREIRE, 1987, 1996, 2001, 2011; JOSSO, 2008, 2010, 2012; DELORY-MONBERGER, 2006, 2008, 2012; CHARLLOT, 2000; CATANI, 2001; PASSEGGI, 2008; 2010; 2011; 2012). We selected six teachers who participate entirely on the meetings of the program. They discussed on the study topics, shared narrations that integrate their formation and the themes related to the course. The empirical material is composed by the narrations of the six participants and hearing boards done by themselves at the moment of the narration sharing process. The analysis followed three steps: a) the path of the program and the procedures of biographical mediation; b) the relations former/teacher on the three dimensions of biographical mediation; c) the hearing board as a device of biographical mediation. We concluded that the procedures and devices used for biographical mediation made possible specific learnings that are sources for the practice of initial and continuous teachers? formation, as well as for the formation of the former-researcher about the work with autobiographical narrations. Thus, it allow the co-investment of participants into the process of auto-formation and hetero-formation.

Made available in DSpace on 2014-12-17T14:36:28Z (GMT). No. of bitstreams: 1 ElenyG_TESE.pdf: 3144371 bytes, checksum: 7f4229deaae01fe6b23945549a6e2b18 (MD5) Previous issue date: 2012-03-29 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The study object of this thesis intertwines the history of deaf education in the last 30 years in three schools for the deaf in the cities of Campina Grande, Gado Bravo and Aroeiras, Paraiba, the life stories of six deaf teachers of brasilian sign language (Libras) that have formed and works in these educational institutions for the deaf and our own journey, as a teacher and researcher. The study was conducted on the theoretical-methodological principles of (auto)biographical research in education and socio-historical studies on the social formation of the human. The corpus used for analysis was consisted of six narrative interviews conducted in sign language and transcribed into portuguese, documents and personal files and institutional. The analysis allowed us to define three hinge moments of this story: the creation of the first school for the deaf, within the framework of oralism (1980 - 1991), the passage into the Total Communication (1991 - 1995) and, finally, the introduction of Bilingualism (1995 to today). The analyzes show that the trajectories of teacher formation of the research participants reflect the history of the three schools which have costituted bilingual social spaces of paramount importance to the subjects and the deaf community as a group of linguistic and cultural minority. The evolution of this trajectory has allowed to demarcate between the two generations of research participants. The generation of heirs of oralism, which had delayed access to the Libras and lived an education referenced in oralism, whose reminiscences of childhood and adolescence are strongly marked by suffering for the lack of communication, which hinders their social and professional career until today. And the generation of the sons of bilingualism, the youngest in age, who had childhood access to Libras and education within the framework of bilingualism, whose reminiscences are not marked by suffering and have a positive vision of the future. With respect to your teacher formation, three figures stand out as a teacher. The teacher's improvised, closer to the first generation of teachers who were called to teach without proper training. The figure of the teacher craftsman, which corresponds to the image that most of them have of yourself now, understanding that their knowledge are based on the exchange between peers. And finally the figure of the real teacher, which stands on the horizon of expectations as future graduates in Letters |Libras. The narratives allowed to realize that the evolution between these figures is based on the contributions of the other: hearing teachers of EDAC and the Federal University of Campina Grande and deaf teachers of the two generations who learn from each other. The analyzes and reflections allowed to defend the thesis of the centrality of bilingual environments for the establishment of the deaf person as a citizen with full rights, based on the voice of the deaf, muted by the history of education, conducted by listeners / O objeto de estudo desta tese entrecruza a hist?ria da educa??o de surdos, nos ?ltimos 30 anos, em tr?s escolas para surdos nos munic?pios de Campina Grande, Gado Bravo e Aroeiras, na Para?ba, as hist?rias de vida de seis docentes surdos de L?ngua Brasileira de Sinais (Libras), que se formaram e atuam nessas institui??es de ensino para surdos e o nosso pr?prio percurso, como formadora e pesquisadora. O trabalho foi desenvolvido no marco te?ricometodol?gico da pesquisa (auto)biogr?fica em Educa??o e dos estudos s?cio-hist?ricos sobre a forma??o social do humano. O corpus utilizado para a an?lise constou de seis entrevistas narrativas, realizadas em l?ngua de sinais e transcritas para o portugu?s, de documentos e arquivos pessoais e institucionais. A an?lise nos possibilitou delimitar tr?s momentos charneiras dessa hist?ria: o da cria??o da primeira escola para surdos, no marco do Oralismo (1980 1991), o da passagem para a Comunica??o Total (1991 1995) e, finalmente, o da introdu??o do Bilinguismo (1995 aos dias de hoje). As an?lises revelam que as trajet?rias de forma??o docente dos participantes da pesquisa refletem a hist?ria das tr?s escolas que constitu?ram espa?os sociais bil?ngues de suma import?ncia para os sujeitos e a comunidade surda enquanto grupo social de minoria lingu?stica e cultural. A evolu??o dessa trajet?ria permitiu demarcar duas gera??es entre os participantes da pesquisa. A gera??o dos herdeiros do oralismo, que tiveram acesso tardio a Libras e que viveram uma educa??o referenciada no Oralismo, cujas reminisc?ncias da inf?ncia e da adolesc?ncia est?o fortemente marcadas por sofrimento pela falta de comunica??o, o que dificulta sua trajet?ria social e profissional at? hoje e a gera??o dos filhos do bilinguismo, os mais novos em idade, que tiveram acesso a Libras na inf?ncia e ? escolaridade nos marcos do bilinguismo, cujas reminisc?ncias n?o est?o marcadas pelo sofrimento e t?m uma vis?o positiva do futuro. No que concerne ? sua forma??o docente, destacam-se tr?s figuras de professor. A do professor improvisado, mais pr?xima dos docentes da primeira gera??o que foram chamados a ensinar sem a devida forma??o. A figura do professor artes?o, que corresponde ? imagem que a maioria deles tem de si mesmo atualmente, entendendo que seus saberes fundamentam-se na troca entre pares e, finalmente, a figura do professor de verdade, que se coloca em seu horizonte de expectativas como futuros graduados em Letras/Libras. As narrativas permitiram perceber que a evolu??o entre essas figuras est? alicer?ada nas contribui??es do outro: professores ouvintes da EDAC e da Universidade Federal de Campina Grande e professores surdos das duas gera??es que aprendem mutuamente. As an?lises e reflex?es permitiram defender a tese da centralidade de ambientes bil?ngues para a constitui??o da pessoa surda como cidad?o de plenos direitos, com base na voz dos surdos, silenciados pela hist?ria da educa??o, conduzida por ouvintes