BEYOND SILENCE: reflections on the (auto)biographical narratives of a deaf teacher who teaches Mathematics in Specialized Educational Services (SES)
DOI:
https://doi.org/10.24065/rsi.v2i2.2642Keywords:
Inclusion, Teacher training, (Auto)biographical narrativesAbstract
The present study is a part of the doctoral research, linked to the Postgraduate Program in Mathematics Education - PPGEduMat, Fundação Universidade Federal do Mato Grosso do Sul, completed. Our central objective is to investigate how relationships are established with knowledge, of a deaf teacher, who teaches Mathematics from an inclusive perspective. Among the participants, teachers who teach Mathematics in Specialized Educational Services (AEE), for this article, we chose as corpus the reflective writing of one of the participants, with the aim of giving voice to her vivid experiences and challenges, described from a rich (auto)biographical narrative. The field research took place through virtual offices, being carried out in partnership with the Mathematics Training and Education Research Group – FORMEM and the Integrated Center for Support for People with Disabilities Foundation – FUNAD. The data were analyzed in light of the Theory of Relationship with Knowledge, based on the interpretative-comprehensive reading technique, with two thematic units emerging, the first, called Personal Identity and Exclusion, and the second, Professional Identity. The study reveals that it is not possible to separate personal identity from the professional self, especially in an essentially human profession. Nevertheless, we show that vivid moments of exclusion can affect adverse relationships with knowledge.
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