As percepções de professores videntes sobre ser (sendo) aluno deficiente visual cego : uma análise de inspiração fenomenológica existencial-hermenêutica

Abstract

This research aims describing and analyzing the teacher‟s perceptions, seers, from the basic education, technical and technological when existentially involved in living experience, psychopedagogical, feeling as blind visual impaired student, [with previous visual experience], in classroom of the Ifes – Campus Alegre. It was set up as a research with qualitative approach, its investigative look is on the classroom context, oriented by the method of existential-hermeneutic phenomenological inspiration, aided by the authors Forghieri, Bicudo, Ribeiro Junior, Rezende, Coltro, Pinel and Masini. The work embodied the constitution of the basic education, technical and technological‟s teacher in dialogue with the story of the teaching profession, oriented by the search of an identity, by what is lacking, a completeness in/of blind visually impaired, enriched by the story, conceptions and peculiarities of this being, a text constituted by scholars as Woodward, Farias, Gambini, Hall, Pimenta, Araújo, Paiva, Cordeiro, Madalena Freire , Franco & Dias, Rocha, Silva, Amiralian, Carvalho & Silva, and Smith among others. The investigative process is by descriptions of the experiences, the significance of the senses and by the structure analysis of the phenomenon, an exercise of the hermeneutic interpretation. It was constituted as results of the research, based on understanding/interpretation about meaning units, that be (being) blind student at classroom at Ifes – Campus Alegre is being subjected to other people and to the space by ignoring the relation of knowing. By the knowledge that comes to consciousness, the author of the research, through a descriptive language , presents new insights from a critical reflection on the phenomenon, referentially supported in Paulo Freire and subsidized by the authors Batalloso, Bastos, Rogers, Trombetta & Trombetta, Ribeiro Júnior, Osowski, Paludo & Gadotti. It was concluded that the teacher in dialogic relation to knowledge has the ability and power, with humility, to free themselves and liberate oppressed generations, assuming the position of subjects aware of their history, know their own limits in the historical-social process, however different in thinking, sensitive to the humanity of his students, caused to testify of themselves and to fight for the conquest and liberation of all.