Representações docentes sobre o ensino de línguas estrangeiras para alunos com deficiência visual: ressonâncias de um métier

Abstract

The teaching activity has been the subject of several discussions in the scope of Applied Linguistics (AL) in Brazil, which, assuming the Sociodiscursive Interactionism framework (SDI), understand the centrality of language practices in the analysis of educational activity and teaching practice (MEDRADO, 2016, 2014, 2012; FREUDENBERGER, 2015, 2012; VELLOSO-LEITÃO, 2015; PÉREZ, 2015, 2014; DANTAS, 2014; ARAÚJO; 2014, among others). However, in the face of a perspective of education that is intended to be inclusive, democratic and responsive to the different transformations experienced by the world today, the teacher's work in inclusive contexts, considering the language practices produced by these workers in/as and about educational activity, still need to be investigated in the area of AL in the country. In this scenario, we aimed at investigating the meanings attributed to the teaching work by two foreign language teachers (FL), considering their teaching experience in a Specialized Educational Assistance Center for people with visual impairment (VI), namely, the Institute of the Blind of Paraíba Adalgisa Cunha (ICPAC). For that purpose, we analyzed the interpretations that emerged from the teachers’ texts regarding the comprehension of the teaching work, the specificities of this activity and the implications of the experience in the ICPAC by the teachers for other contexts of FL teaching. From the methodological perspective, this study is configured as a qualitative-interpretative research, carried out from two individual semi-structured interviews conducted with an English teacher and a Spanish teacher. In the analysis of the data, we used the theoretical-methodological apparatus of the SDI, most notably the notion of Action Figures, in a transdisciplinary dialogue with the Work Sciences (BULEA, 2016, 2010; BRONCKART, 2012 [1999], 2008, 2007, 2006; MACHADO, 2011, 2009, 2007; CLOT, 2010, 2006; AMIGUES, 2003; FAÏTA, 2002); as well as literature on the field of inclusive education and its regulatory documents (BRASIL, 2006a, 2006c, 2008; BEYER, 2013, SKLIAR, 2013, 2009, 2006, DANTAS, 2014), and discussions in the area of Applied Linguistics on the FL teacher training processes (CELANI, 2010, 2009, MEDRADO, 2016, 2014, 2012, FABRÍCIO, 2006). Based on the linguistic materiality, the analysis showed that the teachers’ texts revealed different understandings of the educational activity lived in the ICPAC, organized around the following thematic contents: the feelings that involved the teachers in the exercise of the educational activity in the ICPAC, the various transformations that occurred in their teachings, the role of the research in the construction of an education for all, the observance of diversity in the classroom, the importance of the instructions provided by the students with VI in the educational process, the different ways of conceiving school inclusion and the engagement in the task of training future FL inclusive teachers.