Trilhas do caminhar: as contribuições do currículo escolar na formação e auto formação de uma Pedagoga.

• Ano de defesa: 2012
• Autor(a) principal: Silva, Marcia Moreira da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraí­ba; BR; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Educação; Curriculum; Educação inclusiva; Ensino superior - formação; Visual impairment; Training; (Self)training; Inclusion and exclusion; CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/4713

This work grew out of my need to understand the processes that give meaning to my academic trajectory. Since graduating, I was provoked by one of my teachers to write about my memories of learning. At the time, it seemed a meaningless activity. But, as time went by, the idea started to get my attention and I sought to understand, if, indeed, there is a distance between theory and practice. During the dissertation orientation sessions, we considered the possibility of contextualizing my experiences of teaching and learning in light of inclusion policies as something challenging and at the same time thought-provoking, because of its innovative nature. Having accepted the challenge, I chose core research questions that I attempt to respond to in this dissertation, such as: how did I become an educator? What are the challenges in the Brazilian educational scenario that characterize the process of inclusion/exclusion? In face of the questions raised, the main goal of this research is to develop an (auto) biographical account of my learning experiences as a visually impaired person who experienced the everyday challenges of inclusion/exclusion at school. The guiding axis of this dissertation departs from my experiences within the family and at school and it is based on a process of listening to the people who have contributed to this process of development and self-development, like my family, my teachers and colleagues who shared learning experiences with me. In short, I want to analyze the teaching and learning processes experienced by me, assessing the contributions of the school curriculum to the training and (self-) training processes through which I have become a pedagogue. Methodologically, I will use life stories derived from oral and written sources (documents). As an operational strategy, I take the (auto) biographical perspective, since my life experiences are considered the trails of my trajectory, and by walking through those trails, I will recollect the contributions of school curriculum to my training and self-training process.