O AEE e o trabalho articulado na educação infantil: por uma escuta ao corpo e um olhar sensível às diferenças
Starting from the assertion that the body is the axis of relation with others and the environment, considering time, space, culture, and the individuals' experiences, we defend the understanding that it is through the body that one comes to know the world, and the world is embodied in the bo...
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Formato: | doctoralThesis |
Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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Endereço do item: | https://repositorio.ufrn.br/handle/123456789/55364 |
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Resumo: | Starting from the assertion that the body is the axis of relation with others and the environment,
considering time, space, culture, and the individuals' experiences, we defend the
understanding that it is through the body that one comes to know the world, and the world is
embodied in the body through its experiences and subjective relationships established by it.
From this perspective, this doctoral research emerged with the objective of analyzing the
dimensions of a collaborative training proposal, considering the body in the learning processes
of children with/without disabilities and its implications for the practices of Special Education
teachers and regular classroom teachers in Early Childhood Education. Methodologically, we
anchor ourselves in the alterity and dialogical dimensions of qualitative research, through the
lens of collaborative research, defending the thesis that when we consider the body as the
protagonist of the educational act, we are contributing to the learning processes of children
with/without disabilities (BOGDAN; BIKLEN, 1994; IBIAPINA, 2008; GASPAROTTO;
MENEGASSI, 2016). Considering this, we seek the realization of formative work within the
inclusive perspective, integrating the practices of the Special Education Teacher (AEE) with
the regular classroom at a Municipal Center for Early Childhood Education in the city of Natal.
The teacher training was grounded in the theoretical epistemology of philosopher MerleauPonty (1999), considering that the teacher needs to sensitize their pedagogical practice
through paths that take into account the body in motion, in light of the phenomenology of
perception. This includes considering the experience of feeling and perceiving beyond a
physical and biological body, but a body that is constituted by the stories, affections, and
memories built upon their learning, intertwined in a relationship of senses and meanings
(NÓBREGA, 2015). Regarding the collaborative nature, we developed formative moments
through an extension course, considering the ten workshops, theoretical studies, planning
sessions, and the development of a work plan that could be implemented in the Specialized
Educational Assistance (AEE) alongside the regular classroom, thus comprising a group of
seventeen participants. In order to gather data, we utilized document analysis, interviews, and
observations, as well as the reflective records in the Portfolios, which constituted Field Journals
1 and 2 (GIL, 2008; TRIVIÑOS, 2007; ARAÚJO, 2013). The data was triangulated and
categorized following the frameworks of Bardin (2016) and Franco (2018), fostering the
theoretical discussions that underpin the thesis. As results, we highlighted that the formative
process led to changes in conceptions and the breaking of stigmas regarding the corporealities
of children with/without disabilities. Reflective and critical attitudes towards practices emerged,
permeating dialogue and the exchange of experiences, guided by the action-reflection of the
act itself, resonating in the planning and implementation of the developed work plan, which
reaffirms the thesis defended in this study. Bringing this knowledge about the body as sense
and meaning was to invest in the experiences of sensitivity (MERLEAU-PONTY, 1999). These
experiences provided an opportunity to bring a sensitive gaze and listening to this body,
starting from early childhood, as a fundamental act for the child to establish this encounter with
oneself, with others, embracing the diversity of bodies, expanding their knowledge, and
constituting themselves in relationships of being and being in the world as a thinking and
learning subject who, despite limitations, has potentialities. We inferred that the research
aimed not only to bring forth the discussion and importance of working on this object of study
but also to articulate the dimension of this body within pedagogical practices in different spaces
within the school. This was anchored in collaborative and coordinated work for and with all
children, providing visibility and giving voice to these bodies, contributing to their learning
processes in the pursuit of building the inclusive school we aspire to. |
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