Visão de professores universitários sobre a atuação do pedagogo surdo nas séries iniciais da educação básica
Carregando...
Arquivos
Data
2021-07-08
Autores
Campos, Vanessa Aparecida Palermo
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A formação de professores se constitui como um tema recorrente no campo dos estudos em educação. Entretanto, problematizar aspectos da formação de professores surdos nesse campo é um fato recente. Posto isso, a presente pesquisa objetivou identificar e analisar o que dizem os professores ouvintes a respeito da formação inicial e da qualificação de universitários surdos para o exercício da docência nas séries iniciais da educação básica. Trata-se de um trabalho de pesquisa qualitativa, caracterizada por um estudo de caso envolvendo a participação de professores do curso de Pedagogia de uma faculdade privada do interior de São Paulo. Os procedimentos de produção dos materiais envolveram dois momentos específicos. O primeiro compreendeu o levantamento de informações sobre a visão dos docentes em relação aos processos formativos de universitários surdos, realizado por meio do desenvolvimento e da aplicação de um questionário semiestruturado, disponibilizado por meio da ferramenta Google Forms. No segundo, foram realizadas entrevistas, com perguntas abertas a dois responsáveis pelas disciplinas de metodologias de ensino e língua portuguesa escrita no curso em questão. Inicialmente, os dados produzidos nas entrevistas foram revisitados pela compreensão ativa dos enunciados e organizados em núcleos de significação, conforme proposto por Aguiar e Ozella (2006). Posteriormente, os questionários foram organizados em gráficos e analisados por eixos temáticos, com as articulações dos núcleos de significação nas discussões para contribuição dos resultados como um todo, bem como o ponto de vista dos docentes sobre a formação de universitários surdos para a prática docente, nas séries iniciais. O estudo demonstrou aspectos importantes sobre a visão dos professores acerca da temática. Revelou situações que aludem à restrição na oferta de práticas pedagógicas que considerem as especificidades linguísticas e formativas do público em questão, bem como pouca flexibilidade para reconhecer que estes estariam capacitados para o exercício da atribuição profissional ao concluírem o curso. Em geral, as justificativas alertam para o fato de os espaços na escola comum serem predominantemente ocupados por docentes que usam a língua majoritária, o português na modalidade falada e escrita. Assim, o estudo convoca a buscar repostas para compreender como os formadores de formadores reconhecem a pluralidade como traço constitutivo do humano em ambientes educacionais e a refletir sobre a existência de limites para que os universitários surdos assumam a docência para crianças não surdas, mesmo que as escolhas revelem aspectos de um caminho promissor em defesa de uma Educação Inclusiva.
Teacher training is a recurrent theme in the field of studies in education. However, problematizing aspects of the training of deaf teachers in this field is a recent fact. Therefore, this research aims to identify the vision of hearing teachers on the initial training of deaf university students to teach in the early grades of basic education. This is a qualitative research work, characterized by a case study involving the participation of teachers of the Pedagogy course of a private college in the interior of São Paulo. The procedures to produce the materials involved two specific moments. The first comprised the survey of information about the view of teachers in relation to the formative processes of deaf college students, carried out through the development and application of a semi-structured questionnaire, available through the Google Forms tool. In the second, we coordinated the interviews with open questions to two teachers responsible for the subjects of teaching methodologies and written Portuguese language, in the course in question. Initially, the data collected in the interviews were revisited by the active understanding of the statements and organized into cores of meaning, as proposed by Aguiar and Ozella (2006). Later, the questionnaires were organized into graphs and analyzed by thematic axes, with the articulations of the nuclei of meaning in the discussions for the contribution of the results, as well as the point of view of teachers on the training of deaf college students for teaching practice in the early grades. The study showed important aspects about the teachers' view on the theme. It revealed situations that allude to the restriction in offering pedagogical practices that consider the linguistic and training specificities of the public in question, as well as the little flexibility to recognize that they would be able to exercise the professional assignment at the end of the course. In general, the justifications alert to the fact that the spaces in ordinary schools are predominantly occupied by teachers who use the majority language, Portuguese in the spoken and written modality. Thus, the study invites us to seek answers to understand how the trainers of trainers recognize plurality as a constitutive feature of the human in educational settings and to reflect on the existence of limits for deaf college students to assume the teaching of non-deaf children, even if the choices reveal aspects of a promising path in defense of inclusive education.
Teacher training is a recurrent theme in the field of studies in education. However, problematizing aspects of the training of deaf teachers in this field is a recent fact. Therefore, this research aims to identify the vision of hearing teachers on the initial training of deaf university students to teach in the early grades of basic education. This is a qualitative research work, characterized by a case study involving the participation of teachers of the Pedagogy course of a private college in the interior of São Paulo. The procedures to produce the materials involved two specific moments. The first comprised the survey of information about the view of teachers in relation to the formative processes of deaf college students, carried out through the development and application of a semi-structured questionnaire, available through the Google Forms tool. In the second, we coordinated the interviews with open questions to two teachers responsible for the subjects of teaching methodologies and written Portuguese language, in the course in question. Initially, the data collected in the interviews were revisited by the active understanding of the statements and organized into cores of meaning, as proposed by Aguiar and Ozella (2006). Later, the questionnaires were organized into graphs and analyzed by thematic axes, with the articulations of the nuclei of meaning in the discussions for the contribution of the results, as well as the point of view of teachers on the training of deaf college students for teaching practice in the early grades. The study showed important aspects about the teachers' view on the theme. It revealed situations that allude to the restriction in offering pedagogical practices that consider the linguistic and training specificities of the public in question, as well as the little flexibility to recognize that they would be able to exercise the professional assignment at the end of the course. In general, the justifications alert to the fact that the spaces in ordinary schools are predominantly occupied by teachers who use the majority language, Portuguese in the spoken and written modality. Thus, the study invites us to seek answers to understand how the trainers of trainers recognize plurality as a constitutive feature of the human in educational settings and to reflect on the existence of limits for deaf college students to assume the teaching of non-deaf children, even if the choices reveal aspects of a promising path in defense of inclusive education.
Descrição
Palavras-chave
Educação, Formação inicial de professores, Surdos, Pedagogia, Education, Initial training of teachers, Deaf, Pedagogy