A sociologia figuracional no fazer docente de uma professora de arte com um estudante com baixa visão

Abstract

The aim of this study is to problematize the teaching practice dynamics of an art teacher and a student with low vision, considering the enrollment flow in the unit, and the ways of hiring/remuneration for the teaching practice. The theoretical background was based on constructs of Figurational Sociology formulated by Norbert Elias (1993; 1994a; 2001a; 2011), relying mainly on Elias’ notion that developed the interconnection of sociogenesis and psychogenesis. In theoretical-methodological aspects, the research was outlined as a case study. Moreover, different tools and procedures were applied during the data collection and production, such as: SPSS program; documents’ study, context observation; semi-structured interview; and collaborative action in the classroom context along with the art teacher. Through the analysis of data, we comprehended that the art teacher’s pedagogical practices when interacting with a student with low vision cannot be analyzed if excluded the different conditions which enhance the work development in the school context. Subsidized by figurational sociology, we comprehend that the interdependent relations, the different figurations, and the different social contexts, considered in the historical processes, are directly related to the teaching practice. Due to the increase in the number of PAEE students enrolled, the results of the study also allowed to carry out a deeper and more systematic debate regarding those students’ enrollment in regular primary education. The focus was towards a quantitative and qualitative identification of this specific public enrolled in Elementary School in the state education system. Another issue approached was the need of appreciation of the professional who works in art teaching, as well as the valorization of this field of knowledge by the state public authorities. In addition, the comprehension that the teacher is a historical and social being and, therefore, his/her pedagogical practices are not constituted in an isolated way, without considering the other professionals who are involved in the school context. From this study, we have been investing in a successful pedagogical practice based on the interaction among all the professionals who work in the school.