Contribuições da psicologia sócio-histórica para a educação inclusiva: os sentidos produzidos por professores da educação infantil de uma cidade do Vale do Jequitinhonha acerca da inclusão escolar

AUTOR(ES)
DATA DE PUBLICAÇÃO

2004

RESUMO

The objective of this study was to analyze the constructivel productive process of subjective feelings of professors working in the field of child education for school inclusion of children with learning disabilities in primary schools (deficiencies, which require special attention in education). School inclusion is the process of eliminating impeditive barriers (attitude, architectonic, programmatic - technical processes and infrastructure, etc.), which guarantees the student an education; above alI, it is an attitude of the acceptance of the differences, and not simply a question of mereIy pIacing the student in the classroom. The objective used a qualitative approach by means of Psychological Social- Historical. As theory-methodological approach the semi-structured interview was used as an instrumental toei for data collection. During the months of December 2002 and July 2003, two professors were each interviewedtive times. More than simply discuss about the process of school inclusion, the fundamental intention of this study was to expIain andlor hypothesize regarding the contradictions and existing mediations of this process. Certainly such production could contribute to a new outlook and new reflections and analysis, contributing in this manner to the production of unexpIored questions, which may point to new avenues and forros teaching in education. Final thought and reflection of this study points to the need to take cace of the definitions and concepts regarding inclusion, because, if not, its overalI essence, its heuristic value will be lost, and they will not able to effectively subsidize the inclusive social practices

ASSUNTO(S)

psicologia educacional deficiencia educacao inclusiva educacao de criancas

ACESSO AO ARTIGO

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