Constituição da docência nos processos inclusivos de alunos com deficiência no ensino superior
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Data
2021-12-20
Autores
Xavier, Mario de Jesus
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Editor
Universidade Federal do Espírito Santo
Resumo
This research analyzes the perceptions of professors about the constitution of the teaching identity in the inclusive processes of students with disabilities in Higher Education. The theoretical-methodological perspective used is supported by Norbert Elias (1993, 1994; 1998, 2001; 2002; 2006) and Figurational Sociology. From Elias’ perspective, we understand the networks of interdependencies that human beings form among themselves and intrinsically constitute. Therefore, we do not establish a dichotomy between the concepts of individual and society. The corpus of analysis was carried out through semi-structured interviews, conducted with five professors from the Federal University of Espírito Santo. The concept of (auto) biographical approaches by Nóvoa (1992; 1999; 2000) was employed to analyze the teaching profession. This qualitative research is based on the perspective of Study and/or Exploratory Research (CERVO; BERVIAN, 1996); (RUIZ, 2002); (MOREIRA; CALEFFE, 2008); (TOLEDO; GONZAGA, 2011); (PRODANOV; FREITAS, 2013). As analysis categories, we question: a) "Who am I?" The constitution of the teaching identity between research and the classroom; b) "What is being a professor?" Formative and inclusive processes in the interdependencies of the university context; and c) “The life stories” of the professors, from the perspective of Nóvoa: a “figurative-formative” interdependence possible in the eliasian light? The results indicate it is not just about the “understanding and goodwill” of the professor with the educational paths. But an ethical-educational commitment with the practice and the peers. Thus, the constitution of identity will occur from the pedagogical perspective of inclusion to the detriment of becoming a researcher in higher education. The interdependent analyzes stimulate the reading of professors’ narratives to advance in the current movement, in favor of accessibility and inclusion of the special education target audience (PAEE in Portuguese), in the university context and beyond. Nevertheless, we recognize the teaching figurative process, as the continuity of their training and the commitment to the student, when it figures in the challenge of “training by graduating” (PANTALEÃO, 2009).
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Identidade docente , inclusão no ensino superior , formação de professores , constituição da docência