A qualificação profissional na área da deficiência visual do Instituto Benjamin Constant: uma análise na perspectiva dos professores

Abstract

The present dissertation titled “The institute Benjamin Constant: Analysis of the proposal for professional qualification in the field of Visual Impairment from the teacher’s perspective” has the objective get to know and comprehend the political pedagogy guidelines to the teaching qualification of the IBC (Benjamin Constant Institute)/Rio de Janeiro in the extension of the Teachers Qualification Course in the field of Visually Impairment, (acronym: CURSÃO); from the perspective of its teachers from the 2012 edition. The reason for choosing this course and these teachers as allies on the research is due to the course embracing in its curricular schedule all other short-duration courses offered by the Institute during the year, besides the social relevance of the IBC when relating the Visually Impaired People. Therefore, besides training professionals the Institute assists a large number of blind and visually impaired ones, it has a school; advises other schools and institutions; holds ophthalmology appointments to the population; rehabilitates; produces specialized material printed in Braille; scientific publications. One of the theoretical and methodological principles that basis the present research refers to the historical and cultural perspective. It means to understand the research as a dialogical relationship between subjects, where the researcher and the collaborators seek for purposes to the present study together. Beyond this perspective of what has been said and realized, we tried to comprehend the process of formation that is made in this context. The analytic process began on the content analysis and had as main source the semi-structured interviews and the documents found. This process concluded through the interpretation of the collected evidences under the concept landmarks in which I based this study. The final considerations are shown in an interpretative synthesis of the three analytic categories that appeared from this process: Relation IBC/Ministry of Education; Political Pedagogy Guidelines of the CURSÃO and CURSÃO: meanings and expectations.