Navegando por Assunto "Subjectivity"

Agora exibindo 1 - 18 de 18

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1955: o saber matemático escolar na subjetivação de trabalhadores
(Universidade Federal do Pará, 2014-09-11) SGROTT-RODRIGUES, Ana Maria; MANCINO, Emanuela; https://orcid.org/ 0000-0002-6736-5931; CHAVES, Sílvia Nogueira; http://lattes.cnpq.br/9353964127402937; https://orcid.org/ 0000-0002-9771-4610
In this research context we conduct ourselves building a "history of today", about ways of subjectivity of workers from different labor areas, in the relationships they establish with the knowledge-power practices and with the truth games in the field of School Mathematics Education, space in which occupies a place of relevance in the socioeducational context, due to the dissemination and value assigned to it. We take on the challenge of talking about the variation of the subjectivity ways produced by statements and enunciations of the mathematical discourse, exploring the sayings of workers that enable to see: Which subjectivities are produced in the relations established by the individuals with school mathematics? How is the production of subjectivities from these relationships? We start from the narratives of workers to broader cultural narratives, searching the threads that weave and sustain the discursive network that enables to say and see the mathematical knowledge in the constitution of the subject. To analyze how the discourses reverberate in the ways of being, seeing and telling in relation to school mathematical knowledge, we will use the theoretical tools designed by Michel Foucault, considering from his teachings that workers are historical subjects, forged in history, as well as in the cultural context that runs through them, once subjectivity is not innate, but fabricated and imposed by the discourses that produce us historical and culturally. With this understanding and the intricacies of the provocation arising from Foucault, we brought to our thinking in relation to how the workers place themselves in the struggle between their labor mathematical knowledge and erudite knowledge of mathematical science, the mechanisms they use and the effects of this fight, or the acceptance of the erudite in what they do. We emphasize that the mesh of discursive and non-discursive practices produces mathematics as knowledge that qualifies a person, a people, a nation, producing at the same time the "good"student, the successful worker, and also the disabled, the unsuccessful worker. However, if there are subjections, there is also resistance, refusal, insurrections. From them are born other ways of being, other knowledges, other mathematics that make new truths appear, new skills that dispute and pluralize spaces of power in the broad discursive symphony. This encourages us to say that if life is a friend of art, it is possible with art to invent, incessantly, mathematical knowledge which mean the opening of this big prison closures that are the boundaries.
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1993: formação inicial e subjetividade docente no Centro de Ciências e Planetário do Pará
(Universidade Federal do Pará, 2017-05-05) YANO, Victtor Takeshi Barreiros; CUNHA, André Luiz Rodrigues dos Santos; http://lattes.cnpq.br/9887034270931058; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127; https://orcid.org/0000-0003-1307-1249
The initial training of physics teachers in non-formal education spaces is little known, especially when one seeks to know how the internship in these educational contexts affects the subjectivity of the graduates, thus contributing to their professional development. In the present research, I aimed to interpret the subjective senses about the stage, which were carried out by undergraduates of the Licentiate course in Natural Sciences with qualification in Physics, in the Center of Sciences and Planetarium of Pará. González Rey. Seven graduates of a state public university, ranging in age from 19 to 22, participated in the study. I carried out the qualitative research, starting with the dialogue with the subjects and understanding the study of singular cases as a legitimate instance of the production of scientific knowledge. I used the questionnaire, sentence complement, essay and semi-structured interview as instruments. From the information obtained, I constructed indicators, which enabled me to interpret the subjective senses related to the stage in the CCPP. Although they present different configurations of subjective meanings, future teachers think that the CCPP stage, by facilitating interaction with the counselor, colleagues and different types of public, favors their plans for the future, motivates for teaching practice and for the creation of Methodologies that articulate theory and practice. They also understand that the internship contributes to building their professional identities and prepares the future teacher to establish a collaborative relationship between formal and non-formal education spaces. Thus, I believe that the Center of Sciences and Planetarium of Pará contributes to the initial formation of Physics teachers, providing experiences that facilitate the production of new subjective senses about the knowledge and motivation necessary for the exercise of the profession and the type of professional they want to be.
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Alguns aspectos da política nacional de saúde do trabalhador no Brasil
(Associação Brasileira de Psicologia Social, 2018-06) CRUZ, Amanda Pereira de Carvalho; FERLA, Alcindo Antônio; LEMOS, Flávia Cristina Silveira
This paper analyzes the practices that produce subjective processes on workers by biopolitical guided devices, through the analysis of care management in Brazil. We sought to analyze the construction of the Occupational Health Policies in the country, focusing on the formulation of National Policy of Security and Occupational Health (2004), based on Michel Foucault’s method, focused on documentary analysis. In this process, we can observe the conflict between work as a risk and work as production of subjectivity, which leads to the construction of notions of health-control and health-integrality. The creation of lines of care in Occupational Health in health services allows us to place this issue increasingly in the field of public health in Brazil and reduce the dispersion of worker’s cases of suffering, which remain at the level of the unsaid.
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Aprender a ensinar com/por pesquisa: um caso sobre as mudanças subjetivas de Diego
(Universidade Federal do Pará, 2021-09-27) LIMA, Murilo Henrique dos Santos; NASCIMENTO, Maridalva Costa; http://lattes.cnpq.br/1704518461436826; https://orcid.org/ 0000-0002-3347-1277; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831; https://orcid.org/0000-0003-3396-700X
This study had the general objective of investigating and understanding how subjective change processes are constituted in the formation of a graduating in chemistry, as they experience processes of learning to teach with/per research. Thus, we sought to understand the constitution of individual subjectivity and processes of subjective changes of the research participant. Thus, we sought to understand the constitution of individual subjectivity and processes of subjective changes of the research participant. In the literature review, in the area of teacher training, it is noted that many authors have invested in research to promote changes in the initial training of chemistry teachers, articulating discursive consensus and training devices, that value them as historical individuals and producers of knowledge. There are tendencies towards reflection on the interaction between theory and practice, on the formation of the researcher teacher and on the creation of learning communities, among others. The theoretical foundation of this study is based on the understanding of teacher training models and on González Rey's Theory of Subjectivity in conjunction with Qualitative Epistemology and Constructive-Interpretative Methodology by the same author. The emergence of theoretical categories allowed for discussions about the subjective changes of the research participant, whose invitation to participate in the study took place in the course “Learning about feeding by models and with research”. Participants in this were from undergraduate courses in chemistry, integrated graduation in science, mathematics and languages, and recent graduates. Diego had previous experiences in the teaching profession at CCIUFPA and was waiting for the completion of the undergraduate course in chemistry, while participating in the course. The social scenario of the research included the involvement of the participant in the course and research activities, with the help of instruments: conversational dynamics, informal moments, sentence completion and moments of synchronous course activities. The interpretations carried out signaled that subjective senses related to responsibility, commitment to activities and to others, and interest in learning constitute Diego's subjectivity. This is closely linked to his experiences at CCIUFPA and which emerged in the current trajectory of the course's activities. Learning to teach science with/per research involved procedural movements of your subjectivity, subjective productions that relate the experienced history and current action, the emergence of subjective resources and the necessary subjective changes that happened in ways that challenged and strained it, under the conditions of culture, modifying beliefs, representations and conceptions about teaching and learning chemistry. These are aspects that are part of the preparation process for the profession of chemistry teacher.
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Aprendizagem criativa e suas condições favorecedoras em um espaço de educação não formal: uma pesquisa com monitores de biologia no Centro de Ciências e Planetário do Pará
(Universidade Federal do Pará, 2019-10-17) SILVA, Kharem Cristine dos Santos; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127; https://orcid.org/0000-0003-1307-1249
The present study analyzed moments of creative learning by two Biology monitors from the Science Center and Planetarium of Pará - CCPP and the favorable conditions for such learning. The study was inspired by the Theory of Subjectivity and Qualitative Epistemology proposed by González Rey. In this perspective, one of the desirable forms of learning is creative learning, characterized by the personalization of information, the confrontation with the data and the production of new ideas. For the constructive interpretative analysis of the results of this research, interviews, questionnaires, sentence supplements, informal conversations and observations of the moments of presentation to the public in the biology spaces at the CCPP were used. Motivated to communicate effectively with the public, the monitors creatively learned about the scientific content they needed to communicate (accessing various sources and interacting with colleagues) and to contextualize the content in various ways (with films, themes from the daily lives of visitors, stories from the science, objects available in spaces, subjects from other areas of science). The favorable conditions for the creative learning of the monitors included subjective productions constituted in the social spaces in which they participated, throughout their life trajectories and others produced in the social space of the CCPP, based on institutional values and interaction with visitors, who participated in the subjective (re) configuration of their teaching actions.
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Aprendizagem de licenciandos como produção subjetiva em práticas de modelagem no ensino de química
(Universidade Federal do Pará, 2021-11-26) CHELALA, Joseph Cavalcante; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831; https://orcid.org/0000-0003-3396-700X
The modeling teaching perspective encourages the student learning process in the context of model production by students. This teaching aims to facilitate the understanding of chemical science considering its theoretical, imaginative and creative nature. However, research in the context of teaching by modeling gives exclusive importance to methodology as a determining factor in learning. This work understands that the processes involving learning develop in a more complex way, in the subjective dimension of student learning, in which the methodology is only one of the factors that influence it. Based on the Theory of Subjectivity, this work aims to investigate how Laura, a research participant, learns subjectively, personalizing the model production process. For this, we investigate Laura's learning in the action of learning in the dynamic relationship of individual and social subjectivity, using Qualitative Epistemology as a reference. We interpreted the manifestations of Laura, a participant in the course: “Learning about food with models and through research” considering observations, conversational systems, sentence complementation and transcription of dialogues that took place during the course. The theoretical model built indicates that Laura's interest in providing a better life for her family, her experiences in basic education, and undergraduate participation, and in the course itself, in which she plays a leading role in the production of a model to explain the issue, participate in the subjective configuration of Laura's learning. detachment of the aroma of a food, resorting to subjective resources configured subjectively in their personal history and during the course itself.
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A biopolítica curricular e subjetivação do trabalho docente
(Universidade Federal do Pará, 2015-06) PIMENTEL, Glaybe Antonio Sousa; CORRÊA, Paulo Sérgio de Almeida
The purpose of the study was to analyze the grounds included in the curriculum biopolitics imposed by Brazil from it target education reforms in the Federal Constitution of 1946, of Decree-Law nº 8.529 and 8.530 january 1946; the Federal Constituition of 1967 and the Law of Guidelines na Bases of Brazilian Education (LDB) Law nº 4.020/61. As the curriculum biopolitics conforme dor conforms the subjective processo f teaching? Backed in Foucault’s perspective, thre wuas discourse analysis of articles of 1946 and 1967 Constituitions concerning education and Decree Laws Primary School and Normal School, as well as the Guidelines and Base of Brazilina Education Act 1961. & e directions that the teining of primary school teachers and thus the School Groups, took was the ogic of governament, education as statecraft. this formo f providing education has been developed from the displacement of its traditional aspect to another scientific matrix advocated by suporters thinkers of the new schol in Brazil.
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O componente curricular aspectos da vida cidadã (AVC) e o governamento de subjetividades
(Universidade Federal do Pará, 2015-06) BRÍCIO, Vilma Nonato de; MAUÉS, Josenilda
This paper discusses the creation of the school curriculum, to analyze the emergency conditions of the curricular component aspects of Citizen Life (AVC) established by the School of Basic Education Agreement Scheme and Middle São Francisco Xavier that works in partnership arrangements between the Secretariat State of Pará State Education (SEDUC) and the Diocese of Abaetetuba in order to govern subjectivities. Set of school documents were analyzed, which it tracks some speeches about the invention of stroke and the ways became one of the legitimate spaces in the school to produce subjectivities governed.
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Condições favorecedoras da criatividade no ensino e aprendizagem de professores estagiários no Clube de Ciências da UFPA
(Universidade Federal do Pará, 2018-08-03) SILVA, Denise Souza da; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127; https://orcid.org/0000-0003-1307-1249
Among the different types of learning I emphasize creative learning, as a desirable process in the educational field, but still little understood. Research on the creative learning of teachers in initial formation, on the contribution of individual and / or institutional subjective aspects, as well as on situations in which creative learning emerges in the collective work is rare, being investigations that take place in non- formal. In this sense, I aimed in the present study to contribute to the understanding of the conditions in which creativity emerges in the process of learning of and for teaching, of trainee teachers of the UFPA Science Club, in the context of their pedagogical practices. In this study, I assume a process definition of human individualization in its individual and social strata, in view of a new search for a new original and faithful meaning, anchored in the subjectivity theory of González Rey, Mitjáns Martínez and collaborators, in a historical-cultural perspective. The research was based on Qualitative Epistemology, which characterizes the production of knowledge as a constructive-interpretative, dialogic process and of valuing the singular in the production of knowledge. Four trainee teachers participated in this qualitative research, who worked in a class of 6th and 7th years of Elementary School, in the Science Club of UFPA. For the construction of the information, I used different instruments, including phrases, writing, interviews, informal conversations and observation. As a result of the analysis, I present indicators of the subjective senses that the trainee teachers produced in narrating and reflecting on an experience they had in carrying out a specific teaching activity. Their expressions indicated subjective resources that they developed in the Science Club and in other contexts, guiding their individual and collective actions, thus favoring conditions for the emergence of creativity in the process of learning to and from teaching in their initial formation. They also point out that the social subjectivity of the UFPA Science Club constituted the individual subjectivity of each participant and of the team itself, so as to integrate subjective configurations of the action of the trainee teachers, understanding that they were conditions conducive to the emergence of creativity in the course of the process of the planning, realization and evaluation of said teaching activity.
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As configurações subjetivas de docência e suas transformações no decorrer da trajetória profissional
(Universidade Federal do Pará, 2019-06) RESQUE, Marciléa Serrão; ALVES, José Moysés
In this article, we present a review of a doctoral research, in which we aim to understand the subjective configurations of teaching and its transformations during the professional career of a professor of science and biology. Based on the historical-cultural perspective of González Rey's Theory of Subjectivity. Based on qualitative epistemology, we present a case study, organized from the information constructed through phrases complement, open questionnaire and individual interview. The results show that different configurations of subjective senses of teaching are produced along the professional path and these are deeply linked to their social interactions, in the different contexts in which the teacher has transited since childhood. The adopted framework allowed to give visibility to the concrete subject, in its singular trajectory, which is usually disregarded in the generalizations that result from an approach of the teaching path by cycles.
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Crianças que se revelam agressivas: um estudo fenomenológico sobre o reconhecimento da agressividade em escolares
(Universidade Federal do Pará, 2008-05-12) RIBEIRO, Elizabete Cristina Monteiro; PIMENTEL, Adelma do Socorro Gonçalves; http://lattes.cnpq.br/4534230240595626
The aggressiveness in childhood has been presented as a recurrent complaint by parents and teachers, which introduces a worrying scenario in that the identification of the child and his family as primary responsibility is still sharp. This study present a childhood aggression initial understanding from the Person-Centered Approach, as like the education proposed in this reference articulating with some complexity theory principles. Considering that the child recognized as aggressive has been made in a subjectivity process which significant socially people are involved, this research through a phenomenological research aimed to check the recognition configuration from the participants testimonies analysis: the child identified as aggressive, a colleague, the mother and teacher. The study was done in a selected school from the mapping by the Centre of Violence in Schools Core-Pa. The results point to: a subjectivity vision subsidizing the linear link form, the distance used as a teaching resource to avoid the conflict, the previous manifested aggression denouncing the student stories and current experience, a relationship between the child condition to react label and family history, the repercussions of how it is recognized at school in their learning process. The participants experienced feelings allow us to pay attention to the condition involvement that includes then, reaffirming the need to seek ways to promote changes in the student and the school seeing way. This changes must be introduced from a complex interactive subjectivity human vision, enabling understand the aggressiveness subjectivity from a scenario that may reveal multiple meanings.
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Currículos e saberes: os discursos que fabricam professores de biologia
(Universidade Federal do Pará, 2018-12) BASTOS, Sandra Nazaré Dias; CHAVES, Sílvia Nogueira
The purpose of this work is to reflect on how discursive processes influence the ways of being a biology teacher. Our attention was focused on the discursive and non-discursive practices that are currently being publicized and institutionalized in the curriculum of the Degree in Biological Sciences of the Campus of Bragança and influence the construction of the subject Biology Teacher. We took as empirical corpus the Catalog of Undergraduate and Graduate Studies from the Center of Biological Sciences of UFPA, a document that brings together course plans of the curriculum that ran from 1997 to 2004. Our analyzes show a curriculum basically focused on the health area, even if it was intended for teacher training. The omnipresence of contents and practices from the field of Medicine silences training components that are intended to prepare for teaching. The result is the development of a vision that enunciates teaching as a side effect, of what is presumed to be a good training in the "scientific" area. The effects of these practices reverberate in the formation of a professional who desires and values specific knowledge, minimizing the other knowledge, especially those of the pedagogical field. The hierarchy of knowledge produces a professional teacher who wishes to live the "glamorous" side of Biology, usually related to conducting research in specific areas such as Genetics and Ecology, as an alternative to the "monotonous" life inside the classroom.
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A dimensão subjetiva do aprender na formação para a docência interdisciplinar: um estudo de caso no Clube de Ciências da UFPA
(Universidade Federal do Pará, 2022-06-10) RIBEIRO, Rosineide Almeida; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/6500775506186127
Acesso aberto (Open Access)
Leitura desencantada: a fantasia no contexto de novos tecnicismos
(Universidade Federal do Pará, 2019-09-02) SANTOS, Felipe Hilan Guimarães; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
In the present search, we discuss the proposals for the teaching of reading found in contemporary academic works. We specifically ask how the fantastic read approach is developed and how it influences teaching/learning relations in the school context. We start from the hypothesis that the current proposals of reading emphasize a unique approach to any type of text, as a result of a pedagogical action technician that tries to make predictable the attitude of the students, as well as the teaching work. And with regard to fantasy, there would be a deconstruction of its concept, to the detriment of a rationalization base exacerbated in teaching, that would allow to manipulate all the meanings produced from the reading of a text. We conceive that read is a process of interaction between subjects that evokes a context of heterogeneities, which is marked by the singularities of the subjects and also by the pedagogical relations existing in the classroom, which also helps us to consider that the approaches of the field of should validate different proposals for read, so that this diversity is not limited to just one standard approach. Our search has taken as the north discussions developed by authors that treat about read, fantasy, constitution of subjects and training of readers. Our objective, then, is to analyze dissertations of the Mestrado Profissional em Letras (PROFLETRAS), of Universidade Federal do Pará, that propose a teaching of read through fantastic texts, in order to perceive which movements are constructed in the writing of these texts that corroborate a context of model of read teaching. For this, we selected two dissertations, located the theoretical-methodological path of each proposal and discussed the teaching-learning relations emphasized by what we call a technicalist approach. Our results point to an acceptance of a single standard of work in relation to read, highlighted by the written production of the teachers in formation at the university, which allows us to affirm that the practice of reading, in the current context, runs through new technicalities, what we call the pedagogy of predictable.
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Mulheres descolonizando a Amazônia pelos caminhos de vida: Produção de subjetividades atravessadas pelo projeto de nação desenvolvimentista
(Universidade Federal do Pará, 2020-07-10) CASTRO, Brenda Thainá Cardoso de; LOUREIRO, Violeta Refkalefsky; http://lattes.cnpq.br/3092799127943216
Subjectivities constantly challenge the nation project when confronting developmental policies that adopt values and ways of life that are different from their own. In view of this, some contexts, such as the case of the Amazon, allow us to perceive how the production of subjectivities occurs in dynamics with capitalism and the State, specifically in the years of political crisis experienced in Brazil since mid2014 and 2015, going through impeachment from President Dilma Rousseff until the rise of the farright government of Jair Bolsonaro. The present study is then designed in this scenario to think from the life paths of women living in Tapajós, how they relate to the nation project under the developmental sign that historically projects the future of the nation in the Amazon through logic of expropriation and exploitation. The study was carried out through field research developed over recurring trips from 2017 to 2019, connecting them to macropolitical developments in the period and the reality in three different locations: the village of AlterdoChão, Santarém; the Jamaraquá community, in the Tapajós National Forest; and the community of Coroca, on the Arapiuns River, part of the Lago Grande Agroextractive Settlement Project. In addition to the experience and daily conversations during the visits, 11 interviews were conducted with women who live in the three locations, of different ages, to think about the process of producing subjectivities. In this context, we started with references from postcolonial and decolonial studies, as well as schizoanalysis, to identify the effects of coloniality on contemporary structures and relationships, both on subjects and subjects, but also on institutions and regions, such as the Amazon. , built in the social imaginary as a gendered and racialized place, which historically is in line with a vision of a developmental project for Brazil. And that, for women, this process will involve peculiarities based on the coloniality of gender, which also crosses relations of race, class and place of origin / belonging. It was realized that subjectivities can both be compatible with the values that serve capitalist and state interests, but they can also be incompatible, leading to a rupture and the singularization of these subjectivities. Equally, it was also noticed that there is a possibility of crossing, in which a rupture is sought, but due to the structural and systematic limitations, displacement is a tool found to meet one's needs, coexist within a capitalist society and still produce desires even if involved in modern / colonial logic.
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Quando o olhar abraça: um flâneur experienciando as ambiencias do comércio informal de Belém do Pará
(Universidade Federal do Pará, 2022-07-01) SOUZA, Everton Ronniery Tavares; SILVA, Luiz de Jesus Dias da; http://lattes.cnpq.br/1834457786441101; https://orcid.org/0000-0001-9037-5081
The existing dynamics in the urban space results from diversified historical, social and economic transformations, which are intertwined with informality. In this sense, it was not only the affective relationships and social proximity that had abrupt changes over time, but a whole commercial and social collective that induced such dynamics. This research aims, then, to reflect about the informal work more traditionally known, from the concepts of perception and subjectivity, in one of the main corridors of popular commerce in the city of Belém: Conselheiro João Alfredo and Santo Antônio Streets. Based on this essence, the research presents a historical evolutionary line, highlighting the origins of informal commerce, as well as presenting ethnographic and perceptive incursions regarding the built environment, the informal work protagonist and his reality, culminating with reflections about the meaning that informality has for the city, accompanied by the sensitive map of the lived ambiences.
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Sentidos subjetivos da docência: subjetividade e identidade docente de uma professora de ciências
(Universidade Federal do Pará, 2019-04-29) OLIVEIRA, Bruna Lívia da Silva; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831; https://orcid.org/0000-0003-3396-700X
In general, research in the area of science education has been more concerned with the intellectual dimension of the subjects, without considering the affective dimension of the relationships. The Subjectivity Theory of González Rey has been guiding different studies within the psychology of education and, more recently, has guided research in the area of science education, which has allowed discussions of a new idea of formation and learning, related to a subjective dimension of human development. This study is part of research in the area of science education that makes use of theory and, in this way, aims to investigate what conditions produce changes in the subjectivity of a science teacher in the direction of the constitution of a teacher identity in the perspective of the Subjectivity Theory of González Rey. The methodological course is based on Qualitative Epistemology, which considers the production of knowledge as a process that must be at the same time constructive-interpretative, singular, communicative and dialogical. For the accomplishment of this research, a professor of Sciences came from the course of Degree in Natural Sciences with Qualification in Biology, of the State University of Pará. For the construction of the information were used sentence complement, interview and writing. In the case studied, I investigate the subjectivity of the teacher Jessica who even after completing her undergraduate course did not have the desire to be a teacher, but entering the classroom context ends up identifying with the profession and recognizing herself as a teacher. The relationship that I made with the study and analysis of the theoretical reference of the area of formation of science teachers, with the study and analysis of the theory of subjectivity, and also with the empirical context during the development of the research, allowed me to elaborate a theoretical model , which I did in an attempt to promote a greater understanding of the constitution of the teacher identity of the science teacher from the perspective of Subjectivity Theory. This theoretical model was elaborated in three axes: valorization of the profession by the subject, valuation of the subject in the formation process, significant and diverse experiences. Based on this research, I consider that the constitution of the teaching identity of the undergraduate student should be a priority of the training courses, so that the student still in his initial training course can begin to recognize himself as a teacher.
Acesso aberto (Open Access)
A subjetividade da pessoa surda na escrita do português como segunda língua: constituições, educação e surdez
(Universidade Federal do Pará, 2022-11-28) LOBATO, Merian de Cristo; FALABELO, Raimundo Nonato de Oliveira; http://lattes.cnpq.br/0245521381922053; https://orcid.org/0000-0003-1193-8072
The research entitled “The Subjectivity of Deaf Person in Writing Portuguese as Second Language: Constitutions, Education and Deafness”, presents the analysis of texts written by young deaf participants of the Project “Laboratory of Portuguese Language Teaching for the Deaf” that happened through the GEPEES Group. The objective of the project was to provide the deaf the development of the written language in Portuguese because to the great difficulty presented by them when writing. This difficulty was verified from the dialogues established with the deaf community from the other projects, as well evidenced from the first written record requested at the first moment of our meeting. The analysis of written texts provided this investigation that has as main objective: understand the subjectivity of deaf people through the production of senses and meanings that emerge from productions written in Portuguese as a second language, and as specific objectivies: to carry out theoretical reflection about the deaf education, about process of inclusion and on the debates around this theme; Discuss the issue of subjectivity and thus to guide the analysis of this research from the looking of written material, of elaboration process of this product called written production. As methodology, Vygotsky's cultural historical perspective (1983) used which, ally to with the studies of authors who focus on this subject and the assumptions of the ethnographic analysis, supported this research. The project that gave rise to this investigation was elaborated from interactionist approaches and pedagogical strategies, that started from the understanding of the deaf person as holder of cultural specificities, where activities mediated by sign language were developed. Thus, we conclude from the deaf written analysis that it presents the voices of subjectivities constituted in intersubjective relations in the socio, cultural and educational contexts, sometimes affirming the linguistic subjectivity acquired throughout life through sign language, sometimes presenting in the written materiality, the Portuguese Language from the recognition and linguistic relevance that this new language can make possible for him/her to expand the field of learning.