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Previous issue date: 2014-12-15 / This study isaimed at learning more about the meanings of teaching to Primary Education teachers in public schools, from the perspective of Education for All. This is a qualitative study with a descriptive nature, which uses semistructured interviews as an instrument for collecting information for later analysis of the content. The universality of eduction requires quality practices that simultaneously provide access to schooling for all and any children, while ensuring their permanence. An inclusive proposal follows this line, especially so when considering that it arises as recognition of exclusion and selectivity in traditional schooling. However, much desired education inclusion has been facing serious problems. There is still a huge gap between so-called inclusive educational policies and the reality experienced in educational practices encountered at schools. Previously, inclusion actions were aimed more at explaining and objectifying educational legislation and policies, with few making the effort to understand the subjective meanings that teachers education professionals and responsible for implementing the proposal have been attributing to it. In view of the teachers' "resistance" towards the proposal. The aim is to investigate the meaning of teaching to Primary Education teachers in public schools, in terms of the educational inclusion process. The procedures employed in the study shift from the empirical to interpretative, from speech to meaning, seeking to understand the specific needs of each teacher, expressed by them in some manner. Among the authors that form a base for this paper are students of historical-social theory like Vygotsky and followers, with an emphasis on Fernando Gonz?lez Rey.. The target public includes four Primary Education coordinator teachers, with two having only a few years of experience and the other two with more than fifteen years of experience coordinating primary education classes. The analysis of data shows us that the aforementioned "resistance" towards the inclusive proposal originates from beliefs and values that permeate their life experiences, which makes it necessary to create space for autonomy, discussion, critical reflection, and the creation of projects that arise from joint effort and promote writing. Spaces that foster significant content for teachers in their current contexts of life, so they can identify their desires, aspirations, beliefs and thereby resignify them, generating new meanings and leading them to contribute in a manner they judge more effective for quality education in which all children feel welcome. / Este estudo objetivou apreender os sentidos da doc?ncia, para os professores dos Anos Iniciais do Ensino fundamental da escola p?blica, na perspectiva de uma Educa??o para Todos. Trata-se de uma pesquisa de abordagem qualitativa, de car?ter descritivo, que utiliza a entrevista semiestruturada como instrumento de coleta de dados para posterior An?lise de Conte?do. A universalidade do ensino requer pr?ticas de qualidade que garantam, simultaneamente, o acesso de toda e qualquer crian?a ? escola, bem como sua perman?ncia nela. A proposta inclusiva segue nesse caminho, principalmente se for considerado que ela surge como reconhecimento da exclud?ncia e seletividade da escola tradicional. At? ent?o, as a??es de implementa??o pouco t?m se voltado a compreender os sentidos subjetivos que os professores profissionais da educa??o, respons?veis por efetivar a proposta inclusiva, v?m atribuindo a ela. Tendo em vista a resist?ncia do professor ? proposta, procurou-se investigar os sentidos da doc?ncia, para os professores dos Anos Iniciais do Ensino Fundamental da escola p?blica, diante do processo de inclus?o educacional. Este trabalho ampara-se na categoria de sentido apresentada por Vygostky e nos trabalhos de Gonz?lez Rey que d? ?nfase ao car?ter cultural da psique. A investiga??o se d? em uma escola p?blica, de Educa??o B?sica, da rede estadual da cidade de Porto Alegre, no Rio Grande do Sul. O recorte temporal abrange o primeiro semestre de 2014. O p?blico-alvo s?o quatro professoras regentes de turma dos Anos Iniciais do Ensino Fundamental. A an?lise dos dados revelou que a mencionada resist?ncia ? proposta inclusiva pode estar ligada a naturaliza??o dos fen?menos socialmente constru?dos e s? ser? modificada pela a??o cr?tica e diferenciada dos sujeitos que vivem essa realidade. Para que isso aconte?a ? necess?rio criar espa?os de autonomia, discuss?o, reflex?o cr?tica, cria??o de projetos que partam do trabalho conjunto e que promovam a autoria.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/3824 |
| Date | 15 December 2014 |
| Creators | Cintra, Lisiene Maria Carbonell |
| Contributors | Rozek, Marlene |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Educa??o, PUCRS, BR, Faculdade de Educa? |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | -8451285793228477937, 500, 600, 7024413195758546274 |
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