Discursos sobre educação especial na formação docente do curso de licenciatura em pedagogia da universidade do estado do Amapá (UEAP)
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Data
2021-04
Autores
Orientador
Hattge, Morgana Domênica
Banca
Menezes, Eliana Da Costa Pereira De
Kraemer, Graciele Marjana
Schwertner, Suzana Feldens
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Resumo
O presente estudo teve como objetivo investigar as práticas discursivas em torno da Educação Especial presentes na formação docente do curso de Pedagogia da Universidade do Estado do Amapá (UEAP). Para isso, utilizei dois instrumentos técnicos para a produção dos dados: a análise documental do Projeto Pedagógico do curso de Pedagogia da mencionada instituição e a entrevista semiestruturada com três egressas do aludido curso. A partir dos dados produzidos e das análises que foram empreendidas à luz das teorizações foucaultianas, foi possível perceber que os enunciados que circulam no PPC de Pedagogia da UEAP assumem a inclusão dos estudantes público-alvo da Educação Especial como um princípio natural e obrigatório, exigindo empenho, colaboração de todos e atuando, assim, na produção de subjetividades nas quais os acadêmicos são interpelados pelo imperativo da inclusão e responsabilizados pela defesa e promoção da inclusão escolar. Foi possível notar, ainda, que as três egressas, em se tratando de efeitos em suas práticas de ensino, posicionam-se como agentes da inclusão escolar e, como tais, buscam incluir os estudantes com necessidades específicas em toda e qualquer atividade educativa. Para isso, elas mobilizam diversos esforços frente aos desafios impostos pelo processo educacional inclusivo, o que as colocam em uma posição de endividamento permanente na superação de tais obstáculos.
This study aimed to investigate the discursive practices around Special Education present in the teacher training of the Pedagogy course at Universidade do Estado do Amapá (UEAP). For this, I used two technical instruments for the production of data: the documental analysis of the Pedagogical Project of the Pedagogy course of the mentioned institution and the semi-structured interview with three graduates of the alluded course. From the data produced and the analyzes that were undertaken in the light of Foucault's theories, it was possible to see that the statements that circulate in the UEAP’s Pedagogical Project of the Pedagogy course assume the inclusion of students as a target audience of Special Education as a natural and mandatory principle, requiring commitment, collaboration of all and thus acting in the production of subjectivities in which academics are challenged by the imperative of inclusion and held responsible for the defense and promotion of school inclusion. It was also possible to notice that the three graduates, in terms of effects on their teaching practices, position themselves as agents of school inclusion and, as such, seek to include students with specific needs in any and all educational activities. For this, they mobilize several efforts in the face of the challenges imposed by the inclusive educational process, which place them in a position of permanent debt in overcoming such obstacles.
This study aimed to investigate the discursive practices around Special Education present in the teacher training of the Pedagogy course at Universidade do Estado do Amapá (UEAP). For this, I used two technical instruments for the production of data: the documental analysis of the Pedagogical Project of the Pedagogy course of the mentioned institution and the semi-structured interview with three graduates of the alluded course. From the data produced and the analyzes that were undertaken in the light of Foucault's theories, it was possible to see that the statements that circulate in the UEAP’s Pedagogical Project of the Pedagogy course assume the inclusion of students as a target audience of Special Education as a natural and mandatory principle, requiring commitment, collaboration of all and thus acting in the production of subjectivities in which academics are challenged by the imperative of inclusion and held responsible for the defense and promotion of school inclusion. It was also possible to notice that the three graduates, in terms of effects on their teaching practices, position themselves as agents of school inclusion and, as such, seek to include students with specific needs in any and all educational activities. For this, they mobilize several efforts in the face of the challenges imposed by the inclusive educational process, which place them in a position of permanent debt in overcoming such obstacles.
Descrição
Palavras-chave
educação especial; formação docente; práticas discursivas; subjetividades; special education; teacher training; discursive practices; discursive practices; subjectivities
Citação
COSTA, Daniel Marques. Discursos sobre educação especial na formação docente do curso de licenciatura em pedagogia da universidade do estado do Amapá (UEAP). 2021. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 23 fev. 2021. Disponível em: http://hdl.handle.net/10737/2959.