Name: Lucimara Gonçalves Barros Brito
Type: MSc dissertation
Publication date: 30/09/2021
Advisor:

Namesort descending Role
Mariangela Lima de Almeida Advisor *

Examining board:

Namesort descending Role
Andressa Mafezoni Caetano Internal Examiner *
Edson Pantaleão Alves External Examiner *
Mariangela Lima de Almeida Advisor *
Sueli de Lima Moreira External Examiner *

Summary: This research aims to analyze the collaborative constitution process of the study- reflection group of Special Education managers in the municipality of Serra/ES, in view of the contributions of communicative rationality and the mediating functions of the theory and praxis relationship. Search, through a research-training process, to collaborate with the continuing education of the Special Education management team, with the intention of establishing, with these subjects continuing education actions with/for education professionals in the municipal education network. It was based on the critical social theory, communicative rationality of Jürngen Habermas and on the critical self-reflection carried out among all participants: academic researchers and researchers of the context, conceived as co-authors of the process. Qualitative in nature, it assumes the perspective of collaborative-critical action research that took place in two concomitant movements: understanding the context, through document analysis, listening and negotiating demands; and collaboration with the context, for the constitution of a training process with its own management team, through the group. The production of data used instruments and strategies, such as participant observation, recorded in a field diary; semi-open questionnaires; written narratives; dialogues established in the discursive spaces and in the meetings of the study- reflection group. Data were organized and analyzed in the light of Habermasian theory. This analysis indicates that the organization of public management of Special Education in the municipal education system presents itself as a differential, although it faces many challenges in relation to the school inclusion of students who are the target audience served by this modality, especially with regard to training actions triggered by the Department of Education for professionals working in municipal schools. It also shows possibilities for new/other ways of conceiving continuing education in a critical perspective, based on the demands arising from the actors/authors who participate in it. This study also presents, as an educational product, the training proposal experienced in the research itself, through the study- reflection group, focusing on its foundations and strategies built in a collective and collaborative way.

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