Identidade docente na educação especial : um estudo com professoras do AEE em Nova Mutum, MT

• Ano de defesa: 2024
• Autor(a) principal: Barbosa, Adriane Vargas
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Psicologia
• Palavras-chave em Português: Identidade docente; Educação especial; Psicologia escolar e educacional; Atendimento educacional especializado; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA; Teaching identity; Special education; School and educational psychology; Specialized educational service
• Link de acesso: http://ri.ufmt.br/handle/1/6568

ABSTRACT: This research falls within the area of School and Educational Psychology and focuses specifically on Special Education. Understanding man as a historical, social and concrete being, teaching identity is conceived as a process of production of the subject that, throughout life, is constructed by activity, being changeable and in permanent transformation. In this research, identity is considered from a dialectical perspective, using as theoretical reference the studies of Claude Dubar, Antônio da Costa Ciampa, Lev Semionovich Vygotsky and Alexei Leontiev. The research aims to investigate the constitution of the teaching identity of teachers in the Specialized Educational Service (AEE) of public schools in the municipal and state education network in the municipality of Nova Mutum, in the interior of Mato Grosso. This is a qualitative research in which three teachers participated, two from municipal schools and one from a state school. The instrument used to produce data for analysis was the individual semi-structured interview carried out in a virtual environment. After the interviews were carried out, they were transcribed in full. The data were analyzed in the light of historical-cultural psychology and the technique used was Thematic Analysis, whose discussion is made by Virginia Braun and Victoria Clark. The results indicate that the teaching identity of AEE teachers results from and is affected by personal experiences with people with disabilities; for the initial and continued training that reverberates in the pedagogical practices carried out in the Multifunctional Resource Rooms (SRM); for the relationships they establish in the school context based on the space they occupy; as well as the feeling of protection and defense of students who are the target audience for special education.