A inquietante estranheza vivenciada por professores na inclusão de alunos com deficiência visual
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2021-10-08
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Universidade Federal de Goiás
Resumo
This study was brought from the concerns arising from my experience as a blind student,
teacher and researcher. It was produced in the Professional Master in Teaching in Basic
Education - Graduate Program in Teaching in Basic Education, at the Center for Teaching and
Research Applied to Education, at the Federal University of Goiás. The objective of this work is
to analyze the relationship between the teacher and the visually impaired student, in a more
specific way, to analyze the experience of professionals of Education in the state of Goiás and
their reactions in relation to this situation. This is a research with a qualitative and descriptive
method, through Life Story approach, using a semi-structured questionnaire and data and
content analysis. In addition to the account of the researcher's history, there were 06 teachers
(also participants) who were appointed by students with visual impairments. Guided by the
semi-structured questionnaire, teachers addressed subjects such as: points that were
important in the trajectory as a teacher, choice by the profession, information about initial and
continuing education, significant pedagogical actions, perceptions about the visually impaired
student in their class, concepts and prejudices in relation to students with disabilities and
adopted pedagogical actions. The preliminary results indicate that the majority of the
teachers,who took part in the survey, experienced, initially, a feeling of disturbing strangeness
when identifying a student with visual impairment in their class, however, contact with these
students was important to reduce prejudices and to identify efficiencies in each student. . This
work is based on the concept of Uncanny,, as elaborated by Freud in an article, "The
uncanny”, published in 1919, in the discussions on psychoanalysis, teacher training and school
inclusion conducted by professor and psychoanalyst Rinaldo Voltolini et al. (2018 ), in the
Brazilian Constitution (1988) and in the status ( official document ) of the disabled person of
July 2015. The Educational Product originated from this research, entitled “Life stories:
Teachers, their paths and their experience with the visually impaired student”, will be
published as an electronic book. This product aims to be used as a support material for
teacher training and as a contribution to discussions about the school inclusion of people with
visual impairments.
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AZEVEDO, T. S. A inquietante estranheza vivenciada por professores na inclusão de alunos com deficiência visual. 2021. 134 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2021.