Dissertação
Aprendizagem docente de professores alfabetizadores de aprendizes surdos
Fecha
2011-10-27Registro en:
HAUTRIVE, Giovana Medianeira Fracari. ALearning teaching of literacy teachers of deaf students. 2011. 205 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2011.
Autor
Hautrive, Giovana Medianeira Fracari
Institución
Resumen
This research is part of the line of research Training, Knowledge and Professional Development of the
Graduate Program, Master of Education of Universidade Federal de Santa Maria. From the wires of
theoretical studies that include Vygotsky (1997, 2006, 2007, 2010), Bakhtin (1988, 2003, 2010),
Bolzan (2001, 2009, 2010), Leontiev (1984), Tardif (2002); Nóvoa (1991, 1995), Skliar (1995, 1997,
2010), we seek to understand the processes engendered in the constitution of teaching literacy and
elements that constitute the process of learning to be a literacy teacher of deaf learners; know the
conceptions about the teaching of teachers. To this end, we decided to work with qualitative research
approach of socio-cultural end in which Vygotsky (2006, 2007, 1997), Bakhtin (1988, 2003), Freitas
(1994, 2002), Connelly and Clandinin (1995) and Bolzan (2001, 2006, 2009) contributed to the
process of analysis of the narratives of four literacy teachers of the Public Education State of Santa
Maria. We understand the subject as the construction of historical and social interactions, based on
Vygotskian and Bakhtinian conceptions of learning. Therefore we use as a tool for data collection,
narrative interviews, guided by topical guides, we believe that this tool is favorable to understanding
the senses and meanings of teaching in the context of deafness. From the analysis of narratives of
literacy teachers, it was possible to identify three categories that indicate aspects of the teacher
learning of literacy teachers of deaf learners: the incipient nature of teaching in the context of
deafness, the production of teaching in the context of deafness and the consolidation of
teaching in the context of deafness. In the path taken during the research, we also identified that
the categories explored are linked to pedagogical action which is constituted in the awareness of the
requirements of the field of knowledge, the narratives show that as in the teachers were lecturing in
the context of deafness, they developed as teachers, changing ways of doing from knowledge built
through the practice established in collaboration between the individuals involved in the process. It
was possible to understand that the categories are consolidated in the texture of the professorial
design with different brands that permeate the mode of action of the teachers, source of reflection and
understanding of the demands of teaching in the context of deafness. In this sense, we understand
that learning teaching in this specific point takes place in the dialogical context, requires knowledge
and action that are different, because of the specifics related to cultural context. We understand that
solidarity in teaching is a mark that cuts across the three categories presented, the constituent
element of the learning field of knowledge. Deaf teachers and hearing individuals are estimulated each
other, constituting the shared pedagogical knowledge as a favorable element to teaching learning
process in the context of deafness.