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Previous issue date: 2016-12-20 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The objective of this study was to research on the construction of the professional development of teachers, as well as the formations and the inclusive experiences that transformed them into teachers of Special and Inclusive Education, from narratives of teachers from the municipality of Montenegro/RS. In order to participate in the research, five teachers of the municipal network, who work in Basic Education, were chosen, performing the Specialized Educational Assistance in the Multifunctional Resource Rooms. The qualitative study was theoretically based on Benjamin, Freire, Aranha, Batista, Edler
Carvalho, Fernandes, Jesus, Josso, Jovchelovitch & Bauer, L?dke and Andr?, Mantoan,
Marcelo Garcia, Mazzota, Minayo, Montero, N?voa, Os?rio Marques , Pimenta, Sarmento,
Sassaki, Tardif and Lessard, among others. From the analysis process, it was possible to
identify four dimensions: a) Professional initiation; b) Training and professional experience;
c) Special and Inclusive Education and Professional Development; and d) Professional (trans) formations. The findings of this research present the possibilities and the paths found in the form of four thematic syntheses. The first thematic synthesis indicated the dialogues and the reflections on the professional initiation and the motivations for the professional choice. The second thematic synthesis revealed the dialogues and reflections about the formation and the professional experience, that imply a personal investment, a free and creative work on the own routes and the projects, with a view to the construction of an identity, that is also a professional identity. The third thematic synthesis brought the dialogues and reflections on special and inclusive education and professional development, in which special education is understood as a resource that benefits all students and that crosses the work of all teachers, and it is necessary to propose inclusive alternatives for education and not just for schools. And the fourth and last thematic synthesis, refers to the dialogues and reflections on professional (trans) formations, and in this sense, it is understood that teacher training is a process that will occupy all his permanence in his professional activity. / O objetivo desse estudo foi pesquisar sobre a constru??o do desenvolvimento profissional dos professores, assim como as forma??es e as experi?ncias inclusivas que os transformaram em professores da Educa??o Especial e Inclusiva, a partir de narrativas de professoras do munic?pio de Montenegro/RS. Para participar da pesquisa, foram escolhidas cinco professoras da rede municipal, que atuam na Educa??o B?sica, realizando o Atendimento Educacional Especializado nas Salas de Recursos Multifuncionais. O estudo de cunho qualitativo apoiouse teoricamente em Benjamin, Freire, Aranha, Batista, Edler Carvalho, Fernandes, Jesus, Josso, Jovchelovitch & Bauer, L?dke e Andr?, Mantoan, Marcelo Garcia, Mazzota, Minayo, Montero, N?voa, Os?rio Marques, Pimenta, Sarmento, Sassaki, Tardif e Lessard, entre outros. A partir do processo de an?lise, foi poss?vel identificar quatro dimens?es: a) Inicia??o profissional; b) Forma??o e a experi?ncia profissional; c) Educa??o Especial e Inclusiva e Desenvolvimento profissional; e d) (Trans) forma??es profissionais. Os achados dessa pesquisa apresentam as possibilidades e os caminhos encontrados sob a forma de quatro s?nteses tem?ticas. A primeira s?ntese tem?tica indicou os di?logos e as reflex?es sobre a
inicia??o profissional e as motiva??es para a escolha profissional. A segunda s?ntese tem?tica revelou os di?logos e reflex?es sobre a forma??o e a experi?ncia profissional, que implicam um investimento pessoal, um trabalho livre e criativo sobre os percursos e os projetos pr?prios, com vistas ? constru??o de uma identidade, que ? tamb?m uma identidade profissional A terceira s?ntese tem?tica trouxe os di?logos e reflex?es sobre a educa??o especial e inclusiva e o desenvolvimento profissional, na qual compreende-se a educa??o especial como um recurso que beneficia a todos os alunos e que atravessa o trabalho de todos
os professores, sendo necess?rio propor alternativas inclusivas para a educa??o e n?o apenas para as escolas. E a quarta e ?ltima s?ntese tem?tica, remete aos di?logos e reflex?es sobre as (trans) forma??es profissionais, e nesse sentido, compreende-se que a forma??o do professor ? um processo que ocupar? toda sua perman?ncia em sua atividade profissional.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/7139 |
| Date | 20 December 2016 |
| Creators | Machado, Gla? Corr?a |
| Contributors | Fernandes, Cleoni Maria Barboza |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Educa??o, PUCRS, Brasil, Escola de Humanidades |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| 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, 600, 600, 600, 600, -6557531471218110192, -240345818910352367, 2075167498588264571 |
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