Sessões Reflexivas Sobre A Atividade De Contar De Histórias Para Surdos: Contribuições Para A Ressignificação De Práticas Docentes

• Ano de defesa: 2017
• Autor(a) principal: Souza, Jaqueline Gomes De [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Reflective Sessions; Collaboration; Storytelling; Teacher Education; Bilingual School For The Deaf; Sessões Reflexivas; Colaboração; Contação De Histórias; Formação De Professores; Escola Bilíngue Para Surdos
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=5733304; http://repositorio.unifesp.br/handle/11600/50889

The General Objective Of This Study Is To Investigate The Teacher Education Process Of Shared Meaning Production Regarding Education Storytelling Activities In A Bilingual Educational Environment For Deaf Children, Based On A Collaborative Process, In Which Reflective Session Is The Main Instrument For Teacher Education, And Was Carried Out Between The Participating-Researcher And Three Participating-Teachers. More Specifically, The Objective Of This Research Was To Ascertain In Which Ways The Relationship Between Participants "Including The Researcher" Allowed For Processes Of Questioning, Reflection, Re-Signification And/Or Transformation In The Storytelling Practice. This Work Was Developed In A Bilingual Municipal School For Deaf Students In The City Of São Paulo And Is Based On The Critical Collaborative Research (Pccol) (Magalhães, [1992]/2006, [1994]/2006, 2011). It Is Important To Highlight That This Type Of Methodology Advocates For The Learning And Development Of All Of The Actors Involved In It; that the theoretical framework is based on the Socio-Historical-Cultural Theory, especially regarding the Vygotsky’s works ([1924]/1997, [1925]/1997, [1934]/2007), and the Neo-Vygotskian viewpoint, here represented by Magalhães ([1998]/2006), Newman & Holzman (2012), Oliveira (1997) and Rego (2012), in their discussion of social compensation, language, mediation, teaching-learning and development, sense, meaning, instrument-and-result and imaginary situation. The theoretical framework is also supported by the Critical Rationality paradigm (FREIRE, [1982]/1992, [1968]/2005; NÓVOA, 2007, 2013; GIROUX, 1997; PIMENTA, 2012; DINIZ-PEREIRA, 2013, 2014), in the socio-anthropological conception of deafness and the Sign Language as a cultural and identity statement (SKLIAR, 1999, 2004; PERLIN, 1997; GESSER, 2012) and in the theories about storytelling (ABRAMOVICH, 1989; RESENDE, 1997; SISTO, 2015). The discussion of results was carried out by extracting excerpts from the Reflexive Section’s interactions, from questionnaires and from returned emails, and was based on categories from the socio-discursive interactionism (SDI) , developed by Bronckart (2007), and on types of questions, proposed for Aranha (2009). The results demonstrate that: (i) the relationship built between the participants fostered mutual learning and developing; (ii) some participant’s initial senses about storytelling were reframed; (iii) the collaborative actions have affected the working relationship of the participants, after the end of the research, resulting in a co-authored pedagogical project involving teachers from different areas of knowledge, in which storytelling was the main activity.