Título:	O ciclo de vida profissional dos docentes que atuam na educação especial : anos iniciais do Ensino Fundamental : da rede pública de ensino do Distrito Federal
Autor(es):	Emerick, Tatiane Cristina Maurício
Orientador(es):	Cruz, Shirleide Pereira da Silva
Assunto:	Educação especial Ciclo de vida - profissional Atendimento educacional especializado Trabalho docente
Data de publicação:	11-Ago-2023
Data de defesa:	1-Dez-2022
Referência:	EMERICK, Tatiane Cristina Maurício. O ciclo de vida profissional dos docentes que atuam na educação especial: anos iniciais do Ensino Fundamental: da rede pública de ensino do Distrito Federal. 2022. 318 f., il. Dissertação (Mestrado em Educação) — Universidade de Brasília, Brasília, 2022.
Abstract:	The present study was linked to the research line Teaching Profession, Curriculum and Evaluation of the Graduate Program in Education of the Faculty of Education of the University of Brasília and to the Study and Research Group on the Training and Performance of Teachers/Pedagogues. It is known that teaching work in Special Education constitutes, historically, a field of disputes in the capitalist mode of production, which legitimizes social inequalities and precarious/intensifies working conditions. Educational policies ratify such proposals, especially after the National Policy on Special Education from the Perspective of Inclusive Education. Based on these contradictions, the following question is worth asking: what are the constitutive elements of the professional life cycle of teachers who work in Special Education – Early Years? of Elementary Education in the public education network of the Federal District? Thus, the objective was to understand the constitutive elements of the professional life cycle of teachers who work in Special Education - Initial Years of Elementary School in the public education network of the Federal District. Anchored in the theoreticalmethodological presuppositions of Historical and Dialectical Materialism, the lines that follow allowed us to detach ourselves from the immediate/fetishized reality and, through multiple determinations, apprehend the concrete reality of being a teacher at different moments of professional life. The contributions of the socio-historical-cultural theory were added, which participates in principles in human development, under the lens of a historical and social subject. And still, the possibility of transforming the appearance was sought through the following methodological instruments: 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 then analyzed, interpreted and systematized by the meaning nuclei, resulting in the striking elements in the teachers' professional career 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 the teachers in different moments of the profession; and, the contradictions of being a teacher in Special Education, that involve satisfaction and suffering and the multiple determinations of teaching work in the professional life cycle. In the entirety of the present investigation, it is concluded that in the trajectory of the teachers in Special Education/Specialized Educational Assistance, the following movements surround the following movements that mark the teaching work and are made in the relationship between the history of personal and professional life, in a time that is continuous : the unique experiences throughout the teaching professional life; teacher training; and, the marks in the concreteness of the teaching work and in being a Special Education teacher. In fact, the investigation in the teaching professional life cycle in Special Education designates an innovative contribution to the reflection on the 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. Finally, although the construction of being a teacher in Special Education takes place via conditionalities imposed by contemporary forms of capital, there are still alternatives for confronting the historical and dialectical totality, through confrontations, intending an education against hegemonic, emancipatory and humanized.
Unidade Acadêmica:	Faculdade de Educação (FE)
Informações adicionais:	Dissertação (mestrado) — Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, 2022.
Programa de pós-graduação:	Programa de Pós-Graduação em Educação
Aparece nas coleções:	Teses, dissertações e produtos pós-doutorado

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