Condições de formação de professores com deficiência em cursos de licenciatura da Universidade Federal de Roraima

Abstract

Understanding the training conditions experienced by students with disabilities in undergraduate courses at the Federal University of Roraima and how these experiences contribute to their constitution as education professionals is the problem that makes up this study. Therefore, the research is theoretically and methodologically based on the historicalcultural perspective, based on the work of Lev Semionovitch Vygotsky and Mikhail Bakhtin, and has the historical-dialectical materialism as a philosophical assumption. This is a study with a qualitative approach and the instruments for the construction of data include individual and collective interviews with a semi-structured script. In the individual interviews, aspects that outline the participant's profile, family profile and social indicators were punctuated. In the collective interview, the questions presented involved the paths for access to Higher Education and the theme of permanence, also seeking to understand the contributions of assistive technologies, pedagogical practices and the support network for these students with disabilities and what were the perspectives of professional performance and perceptions regarding inclusion. For the analysis of the data obtained in the research, the method developed based on the studies of the linguist philosopher Mikhail Bakhtin, of dialogic discourse analysis, served as support. The participating subjects who constituted the research sample were students with disabilities, graduating from the licentiate courses in Music, Visual Arts and French Letters. From the data analysis, it was possible to conclude that the teacher with disabilities in training has pedagogical and technological support from the university's support body, however, it was signaled that this support still needs to be more accessible and closer to the training teachers of the different courses. . It was also possible to conclude that the main support for students' permanence in their training course refers to relationships with peers and also with more empathetic training teachers. In conclusion, the findings indicated that these teachers with disabilities, upon graduating, enter the job market with apprehensions related to working conditions, the relationship between student and teacher and between the school community and teacher. In their speeches, the presence of the desire to carry out a professional performance that favors the full development of students stands out.