Banca de DEFESA: LINDA CARTER SOUZA DA SILVA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : LINDA CARTER SOUZA DA SILVA
DATE: 02/12/2025
TIME: 08:30
LOCAL: Auditório 01 do PPGEd - NEPSA II
TITLE:

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KEY WORDS:

Teachers with visual impairments. State education network of Rio Grande do Norte. Teacher training. Professional performance.

PAGES: 242
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The state education network of Rio Grande do Norte includes professionals with visual impairments – Blindness and Low Vision, working in schools and specialized centers. This scenario ignites in us epistemological curiosity, inviting us to investigate and critically reflect on the training and professional performance, starting from the question: How is the training and professional performance of visually impaired teachers in the state education network of Rio Grande do Norte constituted and organized? We defend the thesis that the initial and ongoing training of teachers with visual impairments needs to eliminate barriers and promote their accessibility and participation in the school environment, fostering actions and attitudes that bridge existing gaps and enable successful teaching performance; furthermore, public schools must align themselves regarding the professional inclusion of people with disabilities, with structural, pedagogical, and methodological conditions for the performance of their work functions, as well as the realization of an inclusive school for students and teachers. This study, therefore, has the main objective of investigating the training and professional performance of teachers with visual impairments in the state education network of Rio Grande do Norte. Being of a qualitative approach (Sadín Esteban, 2010), it is characterized by adopting the types of Descriptive and Exploratory Research (Gil, 2002), using the Case Study method (Stake, 2010). The empirical data were collected in two phases: a) thru the comprehensive and online application of a questionnaire, which enabled the mapping of the number of teachers with visual impairments in the state education network of Rio Grande do Norte; b) the application of a semi-structured interview, post-mapping, with four professionals selected according to the participation criteria: having a visual impairment – blindness or low vision, agreeing to participate in the research, and working in the education network in a school or specialized center; and the application of non-participant observation recorded in a Field Diary. For reading, interpretation, and analysis of the data, Content Analysis (Bardin, 2016; Franco, 2003) was used, supported by authors such as: Diniz (2007), Freire (1996), Vygotsky (1997), Nóvoa (1992), Tardif (2004), Silva (2008; 2017; 2021), Masini (2008; 2016), among others. The results reaffirm gaps and barriers to knowledge accessibility in the initial and ongoing training process and in the performance of functions carried out by teachers with visual impairments – blindness and low vision, in the two professional practice spaces investigated. We consider that the results also highlight the importance of the professional protagonism of teachers in the aforementioned sensory condition, in order to strengthen aspects such as: visibility, teacher training, teaching performance, and innovation in research in special and inclusive education.

COMMITTEE MEMBERS:
Externa à Instituição - ADENIZE QUEIROZ DE FARIAS - UFPB
Externa à Instituição - FRANCISCA GENY LUSTOSA
Interna - 3144003 - GESSICA FABIELY FONSECA
Externa à Instituição - LISIE MARLENE DA SILVEIRA MELO MARTINS - UFPB
Presidente - ***.344.724-** - LUZIA GUACIRA DOS SANTOS SILVA - UFRN
Interna - 1714249 - MARIA APARECIDA DIAS
Interna - 1756133 - RITA DE CASSIA BARBOSA PAIVA MAGALHAES