Condições de formação de professores com deficiência em cursos de licenciatura da Universidade Federal de Roraima
Understanding the training conditions experienced by students with disabilities in undergraduate courses at the Federal University of Roraima and how these experiences contribute to their constitution as education professionals is the problem that makes up this study. Therefore, the research is theo...
| Autor principal: | Oliveira, Dafne Sousa de |
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| Grau: | Dissertação |
| Idioma: | por |
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Universidade Federal de Roraima
2022
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oai:repositorio.ufrr.br:prefix-7822024-04-22T19:52:00Z Condições de formação de professores com deficiência em cursos de licenciatura da Universidade Federal de Roraima Training conditions for teachers with disabilities in undergraduate courses at the Federal University of Roraima Oliveira, Dafne Sousa de Siems, Maria Edith Romano http://lattes.cnpq.br/4322158349617339 Aluno com deficiência Formação de professores Ensino superior Students with disabilities Formative process Higher education Teacher training Federal University of Roraima CNPQ::CIENCIAS HUMANAS::EDUCACAO Understanding the training conditions experienced by students with disabilities in undergraduate courses at the Federal University of Roraima and how these experiences contribute to their constitution as education professionals is the problem that makes up this study. Therefore, the research is theoretically and methodologically based on the historicalcultural perspective, based on the work of Lev Semionovitch Vygotsky and Mikhail Bakhtin, and has the historical-dialectical materialism as a philosophical assumption. This is a study with a qualitative approach and the instruments for the construction of data include individual and collective interviews with a semi-structured script. In the individual interviews, aspects that outline the participant's profile, family profile and social indicators were punctuated. In the collective interview, the questions presented involved the paths for access to Higher Education and the theme of permanence, also seeking to understand the contributions of assistive technologies, pedagogical practices and the support network for these students with disabilities and what were the perspectives of professional performance and perceptions regarding inclusion. For the analysis of the data obtained in the research, the method developed based on the studies of the linguist philosopher Mikhail Bakhtin, of dialogic discourse analysis, served as support. The participating subjects who constituted the research sample were students with disabilities, graduating from the licentiate courses in Music, Visual Arts and French Letters. From the data analysis, it was possible to conclude that the teacher with disabilities in training has pedagogical and technological support from the university's support body, however, it was signaled that this support still needs to be more accessible and closer to the training teachers of the different courses. . It was also possible to conclude that the main support for students' permanence in their training course refers to relationships with peers and also with more empathetic training teachers. In conclusion, the findings indicated that these teachers with disabilities, upon graduating, enter the job market with apprehensions related to working conditions, the relationship between student and teacher and between the school community and teacher. In their speeches, the presence of the desire to carry out a professional performance that favors the full development of students stands out. Compreender quais as condições de formação vivenciadas por estudantes com deficiência em cursos de licenciatura da Universidade Federal de Roraima e como essas experiências contribuem para sua constituição como profissionais da educação é a problemática que compõe este estudo. Para tanto, a pesquisa fundamenta-se teórica e metodologicamente na perspectiva histórico-cultural, baseada na obra de Lev Semionovitch Vigotski e Mikhail Bakhtin, e tem como pressuposto filosófico o materialismo histórico-dialético. Trata-se de estudo de abordagem qualitativa e os instrumentos para a construção dos dados compreendem entrevistas individuais e coletivas com roteiro semiestruturado. Nas entrevistas individuais, foram pontuados os aspectos que traçam o perfil do participante, o perfil familiar e os indicadores sociais. Na entrevista coletiva, as questões apresentadas envolveram os caminhos para o acesso ao Ensino Superior e a temática da permanência, buscando também compreender as contribuições das tecnologias assistivas, as práticas pedagógicas e a rede de apoio para esses estudantes com deficiência e quais eram as perspectivas de atuação profissional e as percepções em relação à inclusão. Para a análise dos dados obtidos na pesquisa, serviu de apoio o método desenvolvido com base nos estudos do filósofo linguista Mikhail Bakhtin, da análise dialógica do discurso. Os sujeitos participantes que constituíram a amostra da pesquisa eram alunos com deficiência, graduandos dos cursos de licenciatura em Música, Artes Visuais e Letras Francês. A partir da análise de dados, foi possível concluir que o professor com deficiência em formação conta com suportes pedagógicos e tecnológicos do órgão de apoio da universidade, no entanto foi sinalizado que esse respaldo ainda precisa ser mais acessível e próximo dos professores formadores dos diferentes cursos. Também foi possível concluir que o principal apoio para a permanência dos estudantes em seu curso de formação refere-se às relações com os pares e também com os professores formadores mais empáticos. Como conclusão, os achados indicaram que esses professores com deficiência, ao se graduarem, entram no mercado de trabalho com apreensões relacionadas às condições de trabalho, às relações entre aluno e professor e entre comunidade escolar e professor. Em seus discursos, destaca-se a presença do desejo de realizarem uma atuação profissional que favoreça o desenvolvimento pleno dos estudantes. Agência 1 2022-07-18T19:05:35Z 2022 2022-07-18T19:05:35Z 2022 Dissertação OLIVEIRA, Dafne Sousa de. Condições de formação de professores com deficiência em cursos de licenciatura da Universidade Federal de Roraima. 2022. 98 f. Dissertação (Mestrado em Educação) - Programa de Pós-Graduação em Educação, Universidade Federal de Roraima, Boa Vista, 2022. http://repositorio.ufrr.br:8080/jspui/handle/prefix/782 por Acesso Aberto Attribution-NonCommercial-ShareAlike 3.0 Brazil http://creativecommons.org/licenses/by-nc-sa/3.0/br/ Universidade Federal de Roraima Brasil PRPPG - Pró-reitoria de Pesquisa e Pós-Graduação PPG-EDU - Programa de Pós-Graduação em Educação UFRR |
| institution |
Repositório Institucional - Universidade Federa de Roraima - UFRR |
| collection |
DSpace |
| language |
por |
| topic |
Aluno com deficiência Formação de professores Ensino superior Students with disabilities Formative process Higher education Teacher training Federal University of Roraima CNPQ::CIENCIAS HUMANAS::EDUCACAO |
| spellingShingle |
Aluno com deficiência Formação de professores Ensino superior Students with disabilities Formative process Higher education Teacher training Federal University of Roraima CNPQ::CIENCIAS HUMANAS::EDUCACAO Oliveira, Dafne Sousa de Condições de formação de professores com deficiência em cursos de licenciatura da Universidade Federal de Roraima |
| topic_facet |
Aluno com deficiência Formação de professores Ensino superior Students with disabilities Formative process Higher education Teacher training Federal University of Roraima CNPQ::CIENCIAS HUMANAS::EDUCACAO |
| description |
Understanding the training conditions experienced by students with disabilities in undergraduate courses at the Federal University of Roraima and how these experiences contribute to their constitution as education professionals is the problem that makes up this study. Therefore, the research is theoretically and methodologically based on the historicalcultural perspective, based on the work of Lev Semionovitch Vygotsky and Mikhail Bakhtin, and has the historical-dialectical materialism as a philosophical assumption. This is a study with a qualitative approach and the instruments for the construction of data include individual and collective interviews with a semi-structured script. In the individual interviews, aspects that outline the participant's profile, family profile and social indicators were punctuated. In the collective interview, the questions presented involved the paths for access to Higher Education and the theme of permanence, also seeking to understand the contributions of assistive technologies, pedagogical practices and the support network for these students with disabilities and what were the perspectives of professional performance and perceptions regarding
inclusion. For the analysis of the data obtained in the research, the method developed based on
the studies of the linguist philosopher Mikhail Bakhtin, of dialogic discourse analysis, served as support. The participating subjects who constituted the research sample were students with disabilities, graduating from the licentiate courses in Music, Visual Arts and French Letters. From the data analysis, it was possible to conclude that the teacher with disabilities in training has pedagogical and technological support from the university's support body, however, it was signaled that this support still needs to be more accessible and closer to the training teachers of the different courses. . It was also possible to conclude that the main support for students' permanence in their training course refers to relationships with peers and also with more empathetic training teachers. In conclusion, the findings indicated that these teachers with disabilities, upon graduating, enter the job market with apprehensions related to working conditions, the relationship between student and teacher and between the school community and teacher. In their speeches, the presence of the desire to carry out a professional performance that favors the full development of students stands out. |
| author_additional |
Siems, Maria Edith Romano |
| author_additionalStr |
Siems, Maria Edith Romano |
| format |
Dissertação |
| author |
Oliveira, Dafne Sousa de |
| title |
Condições de formação de professores com deficiência em cursos de licenciatura da Universidade Federal de Roraima |
| title_short |
Condições de formação de professores com deficiência em cursos de licenciatura da Universidade Federal de Roraima |
| title_full |
Condições de formação de professores com deficiência em cursos de licenciatura da Universidade Federal de Roraima |
| title_fullStr |
Condições de formação de professores com deficiência em cursos de licenciatura da Universidade Federal de Roraima |
| title_full_unstemmed |
Condições de formação de professores com deficiência em cursos de licenciatura da Universidade Federal de Roraima |
| title_sort |
condições de formação de professores com deficiência em cursos de licenciatura da universidade federal de roraima |
| publisher |
Universidade Federal de Roraima |
| publishDate |
2022 |
| url |
http://repositorio.ufrr.br:8080/jspui/handle/prefix/782 |
| _version_ |
1797107979462377472 |
| score |
11.755432 |