Análise da Comunicação Verbal em uma Rede Social de Formação de Professores: Em Foco a Educação Brasileira

• Ano de defesa: 2010
• Autor(a) principal: PEREIRA, Lidiane de Lemos Soares
• Orientador(a): BENITE, Anna Maria Canavarro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Mestrado em Educação em Ciências e Matemática
• Departamento: Ciências Exatas e da Terra
• País: BR
• Palavras-chave em Português: educação inclusiva, formação de professores em rede, comunicação verbal.
• Palavras-chave em Inglês: inclusive education; teacher training network; verbal communication
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA SOCIAL::PROCESSOS GRUPAIS E DE COMUNICACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tde/592

The discourse of universal education brought with it hopes of classes not previously served by a public policy that would guarantee the right to education. Thus discussions about inclusive education were strengthened so that disesteem teacher training to work in this area. Assuming that when the teacher in space reflects their conceptions and their practices, becoming aware of them and having a theoretical basis, this will bring changes in teaching practice of critical and reflective nature insist that the social networks of research may emerge as an area to promote the interactions required for such changes. Thus, this research was conducted in a social network as a strategy for initial and continuing training of teachers. The system in question is called Goiana Interdisciplinary Network of Special Education / Inclusive (RPEI) composed by student teachers, teacher trainers and teachers who seek to regulate actions reflected through social interactions that are promoted by RPEI. Indeed, this research has as its object of study verbal communication produced in RPEI. We aim to make an analysis of verbal communication RPEI produced in the environment, in other words, how this dynamic of social interactions between the University and the Coordination of Special Education Ministry of Education of Goiás (COEE-GO) can contribute to teacher training aiming at the inclusion school. We present the results by analyzing two types of categories, namely: a priori categories (previously developed) and retrospective (emerged from the voices of the subjects) that allow us to say that some initiatives may become more effective procedures for training teachers under the Education inclusive, as is the case of RPEI.