Ensinar e aprender, interatuando: o reconhecimento de uma trajetória formativa no projeto de alfabetização de crianças com deficiência intelectual
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Data
2024-03-20
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Universidade Estadual Paulista (Unesp)
Resumo
A presente tese é decorrente de pesquisa contextualizada no campo de estudos que visa a aprofundar a compreensão do processo de ensino e aprendizagem, com ênfase particular na aprendizagem do professor em como ensinar, fundamentada na Teoria Histórico-Cultural. Os estudos sobre como os professores aprendem a ensinar destacam esse processo como marcado por escolhas conscientes feitas em fases específicas da carreira, como o período de formação, um espaço e tempo definidos pela biografia pessoal do professor e pelas tendências pedagógicas vigentes nesse contexto. Contudo, observa-se uma carência significativa de pesquisas sobre a trajetória formativa dos professores, particularmente dos processos de aprendizagem relacionados a como ensinar. Essa lacuna se torna ainda mais evidente, no contexto específico do ensino da linguagem oral e escrita para crianças com deficiência intelectual. A participação do autor como professor-pesquisador em um Projeto de Alfabetização na área da Deficiência Intelectual, integrante da pesquisa intitulada “A questão da leitura e escrita na área da deficiência intelectual: qual a melhor forma de ensino”, despertou o interesse deste estudo, orientado pela seguinte questão de pesquisa: quais as contribuições da Teoria Histórico-Cultural para a autorreflexão do professor-pesquisador, quanto à sua intenção pedagógica, no processo de alfabetização de crianças com deficiência intelectual? A fim de respondê-la, o objetivo consiste em compreender, na análise da trajetória formativa do autor, enquanto professorpesquisador, no Projeto de Alfabetização na área da Deficiência Intelectual, a capacidade de autorreflexão sobre sua intenção pedagógica e sua atuação no ensino da linguagem oral e escrita para a aprendizagem de uma criança com deficiência intelectual. E, para que o objetivo do estudo seja claramente compreendido, é necessário reconhecer que a autorreflexão do professor está profundamente entrelaçada ao desenvolvimento de sua consciência sobre sua atuação no processo de ensino e aprendizagem, como uma unidade dialética, levantando-se a hipótese de que o ensino e a aprendizagem, exercidos como atividade consciente, intencional e motivada pelo professor, nessa realidade concreta, configuram uma interatuação na qual quem ensina aprende ao ensinar e quem aprende ensina ao aprender. O método para realizar a pesquisa é caracterizado por um estudo de caso composto por dois sujeitos, o professor-pesquisador e a criança com deficiência intelectual, com a análise qualitativa de três cenas, extraídas do acervo de filmagens do Projeto de Alfabetização na área da Deficiência Intelectual, cujo critério de seleção consistiu na demonstração de marcos do desenvolvimento do professor-pesquisador em relação às suas formações cognitivas e emocionais emergentes na atuação com a criança com Deficiência Intelectual, que lhe possibilitaram fazer a autorreflexão, estabelecer uma consciência de si e do outro e criar uma intencionalidade pedagógica relacionada à dinâmica de ensino e aprendizagem, como parte de uma práxis educacional complexa. Os dados deste estudo revelam que o processo de aprendizagem do professor, no ensino, é complexo e multidimensional, envolvendo a intersecção das suas experiências sociais e psicológicas. Assim, fica evidente que, na prática educacional, a criança não só contribui, mas também atua como um mediador significativo na aprendizagem do professor, de forma tão relevante quanto a formação teórica.
This thesis is the result of contextualized research in the field of studies that aims to deepen the understanding of the teaching and learning process, with particular emphasis on teachers' learning how to teach, based on Cultural-Historical Theory. Studies on how teachers learn to teach emphasize that this process is marked by conscious choices made at specific stages of their career, such as the training period, a space and time defined by the teacher's personal biography and the pedagogical trends in force in that context. However, there is a significant lack of research into the training of teachers, particularly the learning processes related to how to teach. This gap becomes even more evident in the specific context of teaching oral and written language to children with intellectual disabilities. The author's participation as a teacherresearcher in a Literacy Project in the area of Intellectual Disability, part of the research entitled "The issue of reading and writing in the area of intellectual disability: what is the best way of teaching?", sparked the interest in this study, guided by the following research question: what are the contributions of the Historical-Cultural Theory to the teacher-researcher's selfreflection, regarding his pedagogical intention, in the literacy process of children with intellectual disabilities? In order to answer this question, the aim is to understand, in the analysis of the author's formative trajectory as a teacher-researcher in the Literacy Project in the area of Intellectual Disability, the capacity for self-reflection on his pedagogical intention and his performance in the teaching of oral and written language for the learning of a child with intellectual disability. And in order for the objective of the study to be clearly understood, it is necessary to recognize that the teacher's self-reflection is deeply intertwined with the development of their awareness of their performance in the teaching and learning process, as a dialectical unity, raising the hypothesis that teaching and learning, exercised as a conscious, intentional and motivated activity by the teacher, in this concrete reality, configure an interaction in which those who teach learn by teaching and those who learn teach by learning. The research method is characterized by a case study made up of two subjects, the teacherresearcher and the child with intellectual disabilities, with the qualitative analysis of three scenes, taken from the collection of footage of the Literacy Project in the area of Intellectual Disabilities, The selection criteria consisted of demonstrating the teacher-researcher's developmental milestones in relation to his emerging cognitive and emotional formations in working with the child with intellectual disabilities, which enabled him to self-reflect, establish an awareness of himself and the other and create a pedagogical intentionality related to the dynamics of teaching and learning, as part of a complex educational praxis. The data from this study reveals that the teacher's learning process in teaching is complex and multidimensional, involving the intersection of their social and psychological experiences. It is therefore clear that, in educational practice, the child not only contributes, but also acts as a significant mediator in the teacher's learning, in a way that is just as relevant as theoretical training.
This thesis is the result of contextualized research in the field of studies that aims to deepen the understanding of the teaching and learning process, with particular emphasis on teachers' learning how to teach, based on Cultural-Historical Theory. Studies on how teachers learn to teach emphasize that this process is marked by conscious choices made at specific stages of their career, such as the training period, a space and time defined by the teacher's personal biography and the pedagogical trends in force in that context. However, there is a significant lack of research into the training of teachers, particularly the learning processes related to how to teach. This gap becomes even more evident in the specific context of teaching oral and written language to children with intellectual disabilities. The author's participation as a teacherresearcher in a Literacy Project in the area of Intellectual Disability, part of the research entitled "The issue of reading and writing in the area of intellectual disability: what is the best way of teaching?", sparked the interest in this study, guided by the following research question: what are the contributions of the Historical-Cultural Theory to the teacher-researcher's selfreflection, regarding his pedagogical intention, in the literacy process of children with intellectual disabilities? In order to answer this question, the aim is to understand, in the analysis of the author's formative trajectory as a teacher-researcher in the Literacy Project in the area of Intellectual Disability, the capacity for self-reflection on his pedagogical intention and his performance in the teaching of oral and written language for the learning of a child with intellectual disability. And in order for the objective of the study to be clearly understood, it is necessary to recognize that the teacher's self-reflection is deeply intertwined with the development of their awareness of their performance in the teaching and learning process, as a dialectical unity, raising the hypothesis that teaching and learning, exercised as a conscious, intentional and motivated activity by the teacher, in this concrete reality, configure an interaction in which those who teach learn by teaching and those who learn teach by learning. The research method is characterized by a case study made up of two subjects, the teacherresearcher and the child with intellectual disabilities, with the qualitative analysis of three scenes, taken from the collection of footage of the Literacy Project in the area of Intellectual Disabilities, The selection criteria consisted of demonstrating the teacher-researcher's developmental milestones in relation to his emerging cognitive and emotional formations in working with the child with intellectual disabilities, which enabled him to self-reflect, establish an awareness of himself and the other and create a pedagogical intentionality related to the dynamics of teaching and learning, as part of a complex educational praxis. The data from this study reveals that the teacher's learning process in teaching is complex and multidimensional, involving the intersection of their social and psychological experiences. It is therefore clear that, in educational practice, the child not only contributes, but also acts as a significant mediator in the teacher's learning, in a way that is just as relevant as theoretical training.
Descrição
Palavras-chave
Educação especial, Formação de professores, Teoria histórico-cultural, Deficiência intelectual, Unidade dialética, Aprender a ensinar, Special education, Teacher training, Historical-cultural theory, Intellectual disability, Dialectical unity, Learning to teach
Como citar
PAPIM, Angelo Antonio Puzipe. Ensinar e aprender, interatuando: o reconhecimento de uma trajetória formativa no projeto de alfabetização de crianças com deficiência intelectual. 2024. 128 f. Tese (Doutorado em Educação) - Faculdade de Filosofia e Ciências, Universidade Estadual Paulista (Unesp), Marília, 2024.