(Re)conhecer-se: um percurso pelas experiências da trajetória de vida e nela a formação profissional do professor que exerce a sua docência junto a alunos com deficiência visual

• Ano de defesa: 2009
• Autor(a) principal: Limeira, Juliana de Matos Quadros
• Orientador(a): Portal, Leda Lisia Franciosi
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul; Porto Alegre
• Palavras-chave em Português: EDUCAÇÃO; PROFESSORES - FORMAÇÃO PROFISSIONAL; PESSOAS COM DEFICIÊNCIA VISUAL - EDUCAÇÃO; INCLUSÃO ESCOLAR; RELAÇÃO PROFESSOR-ALUNO; RELATOS PESSOAIS; AFETIVIDADE
• Link de acesso: http://hdl.handle.net/10923/2690

A teacher is, first and foremost, a Person. Therefore, independently of his career pathway, he has one unique life pathway that was and is fulfilled in the most varied experiences, in the most diverse contexts of his living. Taking into account that a teacher is a Person, it becomes contradictory to divorce his professional self from his personal one. Through a humanistic approach, the relations and directions designed along this project have been developed. To achieve this goal, this work posed the following central investigation: Which experiences from the life pathway in the professional formation of teachers who work next to visually impaired students have contributed to make the professional they have become? As a general purpose, I proposed: to question teachers who work with visually impaired students at Santa Luzia Institute about life experiences they have built in their professional formation to be the educators they are today. Through a research that used the interpretative qualitative paradigm as a methodology, five teachers were selected as subjects of investigation, being them three women and two men who work exclusively with visually impaired children in the most different levels of schooling (in extra class activity or in the students’ preparation to be included in regular classes), from child education to high school. To support this investigation, participant observations and semi-structured interviews were used to gather the data. The content analysis in the observation and interviews was done through a qualitative textual analysis (Moraes, 2007).By concluding the research and analyzing the data, the following categories emerged: to be a teacher in a “full life” process; to get touched in the relation: a dialog between feeling, meaning and doing; reflexive praxis; breaking up with paradigms; facing challenges in inclusive education: coping and transcendence. These categories seek to present the life pathway of the interviewed teachers, their conceptions regarding person, teaching, learning and regarding themselves, showing that what they are in essence, as people, aligns with who they are as professionals