Resumo

SOBRINHO, Reginaldo Celio; KAUTSKY, Giselle Lemos Schmidel  e  PANTALEAO, Edson. The figurational sociology as a theoretical-methodological support: work and formation of the teacher in special education. Rev. Educ. e Cult. Contemp. [online]. 2018, vol.15, n.41, pp.288-315.  Epub 15-Out-2018. ISSN 2238-1279.  https://doi.org/10.5935/2238-1279.20180078.

The reflections systematized in this text aim to emphasize the importance of a more explicit theoretical-methodological delineation in the accomplishment of investigations that thematize the work and the formation of the teacher. In this sense, it is also the purpose of this text, to present the concepts and notions developed by Norbert Elias, which has been constituted as a theoretical and methodological contribution in studies carried out within the framework of the research group "Policies, management and school inclusion: contexts and social processes "(CNPq). We are thus concerned with presenting theoretical-methodological questions capable of guiding research in the educational field, especially those that take as the object of analysis the teaching work and the continuing education of teachers. Complementarily, we bring notes and systematized questions in a specific research that developed within the scope of our research group and assuming a theoretical-methodological approach of Eliasian inspiration, thematized the work and the teacher training in the field of Special Education. The reflections developed support our understanding that teacher formation is an absolutely relevant aspect of educational policies, having a positive impact on the quality of education offered, especially when, through collective dialogue, in this systematic space-time study, the actors involved in the processes (teachers, school directors, students, local community) problematize the objective and subjective conditions that mark and narrate the performance of the teaching work.

Palavras-chave : Teacher formation; Figurative sociology; Special Education.

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