Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-02-22T22:23:55Z
No. of bitstreams: 1
GessicaFabielyFonseca_DISSERT.pdf: 1284008 bytes, checksum: 0bd1bd85584f336249a6444ab45b6ba4 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-02-25T20:34:08Z (GMT) No. of bitstreams: 1
GessicaFabielyFonseca_DISSERT.pdf: 1284008 bytes, checksum: 0bd1bd85584f336249a6444ab45b6ba4 (MD5) / Made available in DSpace on 2016-02-25T20:34:08Z (GMT). No. of bitstreams: 1
GessicaFabielyFonseca_DISSERT.pdf: 1284008 bytes, checksum: 0bd1bd85584f336249a6444ab45b6ba4 (MD5)
Previous issue date: 2015-01-29 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / A democratiza??o da escolariza??o brasileira e a discuss?o acerca dos direitos
educacionais das pessoas com defici?ncia nos remetem a reflex?o acerca das concep??es
de ensino e aprendizagem e o rebatimento dessas concep??es nas pr?ticas e na
constitui??o da identidade profissional do pedagogo docente. Assim, a investiga??o
proposta nessa disserta??o teve como objetivo descrever processos de ensino
desenvolvidos por pedagogos em salas de aula nas quais est?o matriculados alunos com
defici?ncia na perspectiva de analisar como tais processos afetam a constru??o de sua
identidade docente do pedagogo. Quanto a metodologia utilizada a pesquisa ? classificada
como Estudo de Caso. Tal procedimento metodol?gico possibilita a an?lise das
singularidades dos contextos educacionais. Neste trabalho, o caso investigado consistiu
no estudo anal?tico das pr?ticas pedag?gicas desenvolvidas em salas de aula nas quais
existem alunos com defici?ncia e sua rela??o com a constitui??o da identidade
profissional do pedagogo em uma escola vinculada a uma organiza??o n?ogovernamental
de apoio a pessoas com defici?ncia na cidade de Natal/RN. A constru??o
dos dados ocorreu por meio do uso dos seguintes instrumentos: question?rios
explorat?rios, observa??o e seu respectivo registro no di?rio de campo da pesquisa e
entrevistas com pedagogos nos diferentes ciclos profissionais propostos por Huberman.
Os dados revelam aspectos did?tico-pedag?gicos comuns nos processos de ensino nas
turmas observadas e diferen?as que dizem respeito as especificidades das pedagogas no
exerc?cio da doc?ncia nos diferentes momentos de suas trajet?rias profissionais. A an?lise
das concep??es nos revelam as nuances dos sentidos constru?dos sobre ensinar e aprender
e sua interface com a reflex?o sobre a pr?tica pedag?gica. Quanto ao sentido atribu?do ao
ser pedagogo a pesquisa evidencia a identifica??o profissional relacionada aos
significados do ensinar e aprender na escola. As experi?ncias no exerc?cio da doc?ncia
segundo os dados da pesquisa apontam para as mudan?as nas concep??es de pedagogos
sobre ensino e aprendizagem de pessoas com defici?ncia na perspectiva da inclus?o.
Portanto, o estudo conclui que as pr?ticas pedag?gicas com alunos com defici?ncia
somam-se as diversas experi?ncias e podem transformar concep??es dos pedagogos sobre
ensino e aprendizagem interferindo na reflex?o constante sobre as pr?ticas e na
constru??o das identidades profissionais das pedagogas. / The democratization of Brazilian education and discussion about the educational rights
of persons with disabilities in refer to reflection on the conceptions of teaching and
learning and the folding of these concepts in practice and in the formation of professional
identity of the teacher educator. Thus, the proposed research in this dissertation aimed to
describe educational processes developed by educators in classrooms in which they are
enrolled students with disabilities a view to considering how these processes affect the
construction of their professional identity of the pedagogue. As the methodology used to
research is classified as Case Study. This methodological approach enables the analysis
of singularities of educational contexts. In this work, the case investigated consisted of
the analytical study of the pedagogical practices developed in classrooms where there are
students with disabilities and their relation to the establishment of the professional
identity of the teacher in a school linked to a non-governmental organization supporting
people with disabilities in the city of Natal / RN. The Data were collected through the use
of the following instruments: exploratory questionnaires, observation and respective
registration in the field diary of research and interviews with educators in different
professional cycles proposed by Huberman. The data reveal didactic and pedagogical
aspects common in educational processes in the observed classes and differences
concerning the specifics of pedagogues in the teaching profession in different moments
of their professional careers. The analysis of the conceptions tell us the nuances of
meanings constructed on teaching and learning and its interface with the reflection on
teaching practice. As to the meaning assigned to be pedagogue research highlights the
professional identification related to the meanings of teaching and learning in school. The
experiences in the teaching profession according to the survey data point to changes in
teachers conceptions about teaching and learning disabled people in the perspective of
inclusion. Therefore, the study concludes that the pedagogical practices with students
with disabilities the different experiences add up and can transform conceptions of
teachers about teaching and learning interfering with constant reflection on practices and
the construction of professional identities of pedagogues.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/19842 |
| Date | 29 January 2015 |
| Creators | Fonseca, G?ssica Fabiely |
| Contributors | 37086081353, http://lattes.cnpq.br/0351736925269307, Nunes, D?bora Regina de Paula, 02487157712, http://lattes.cnpq.br/1188086132826132, Alves, Jefferson Fernandes, 40692345434, http://lattes.cnpq.br/1834832958808690, Magalh?es, Rita de C?ssia Barbosa Paiva |
| Publisher | Universidade Federal do Rio Grande do Norte, PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0029 seconds