Banca de DEFESA: Tatiane Cristina Mauricio Emerick

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : Tatiane Cristina Mauricio Emerick
DATE: 01/12/2022
TIME: 14:45
LOCAL: SALA DE ATOS
TITLE:

THE PROFESSIONAL LIFE CYCLE OF TEACHERS WHO WORK IN SPECIAL EDUCATION INITIAL YEARS OF ELEMENTARY EDUCATION IN THE PUBLIC EDUCATION NETWORK OF THE FEDERAL DISTRICT

KEY WORDS:

Special education; Professional life cycle; Specialized Educational Service; Teaching work

PAGES: 315
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This study is linked to the line of research Teaching Profession, Curriculum and Assessment - PDCA, of the Graduate Program in Education of the Faculty of Education of the University of Brasília (FE/UnB) and to the Study and Research Group on Training and Role of Teachers/Pedagogues (GEPFAPE). Teaching work in special education has historically been a field of disputes in the capitalist mode of production, which legitimizes social inequalities and precarious/intensifies working conditions. Educational policies ratify these proposals, especially after the National Policy on Special Education from the Perspective of Inclusive Education, reconfiguring the special education teacher. Based on these contradictions, we ask: what are the constitutive elements of the professional life cycle of teachers who work in special education in the early years of elementary school in the public school system in the Federal District? Thus, we aim to understand the constitutive elements of the professional life cycle of teachers who work in special education in the early years of elementary school in the public education network of the Federal District. This research was anchored in the theoretical-methodological assumptions of Historical and Dialectical Materialism, which allows us to detach ourselves from the immediate/fetishized reality and through the multiple determinations we apprehend the concrete reality of being a teacher in different moments of professional life. In addition, the contributions of the socio-historicalcultural theory, which participates in principles in human development, under the lens of a historical and social subject. We sought the possibility of transforming the appearance through methodological instruments: the State of Knowledge of the object under study, document analysis, survey of teachers' personal and professional data and semi-structured interviews with seven teachers. The dialogues were analyzed, interpreted and systematized by the meaning nuclei, resulting in the striking elements in the professional career of teachers in special education: the experiences that constitute being a teacher in special education, the senses and meanings experienced by teachers throughout their professional life in special education, the formative experiences of teachers at different moments of the profession, the contradictions of being a teacher in special education: satisfaction and suffering and the multiple determinations of teaching work in the professional life cycle. In the totality of this investigation, we conclude that in the trajectory of the teachers in Special Education/Specialized Educational Services, three movements surround the teaching work and it is done in the relationship between the personal and professional life history, in a time that is continuous, the experiences characteristics throughout the teaching professional life, teacher training and the marks in the concreteness of teaching work and in being a special education teacher. We conclude that research into the teaching professional life cycle in special education is an innovative contribution to the reflection on teachers' praxis, as it reveals the movement of singular constitution, denoting a relationship of experiences and milestones that are not necessarily linear, but that design ways of being and being in the profession. Although the construction of being a teacher in special education takes place through conditions imposed by contemporary forms of capital, there are still alternatives to confront the historical and dialectical totality, through confrontations, intending a counterhegemonic, emancipatory and humanized education.

BANKING MEMBERS:
Externa ao Programa - 2504581 - FATIMA LUCILIA VIDAL RODRIGUES
Interna - 1691630 - KATIA AUGUSTA CURADO PINHEIRO CORDEIRO DA SILVA
Externa à Instituição - MARILDA GONCALVES DIAS FACCI - UEM
Presidente - 1491659 - SHIRLEIDE PEREIRA DA SILVA CRUZ