Educação inclusiva: representação de professores de uma escola pública do Estado de São Paulo / Inclusive education: the representation of teachers in a public school in the State of Sao Paulo

AUTOR(ES)
DATA DE PUBLICAÇÃO

2009

RESUMO

This research had as study object the representations of the teachers in a state public net about inclusive education. My concern to development this work appears of my experience like teacher in a public school, where I have been watching that there are teachers and parents worried about the necessary conditions to the development of a project of inclusive education. To research the representations of teachers this work focuses on the theoretical concept of social representations proposed by Moscovici (2003) and his followers. In this work also was studied authors of the field of the special education as Mazzotta, Glat, Jannuzzi and others, and of the field of the formation of teachers as Nóvoa, Tardiff, Furlaneto and some documents that make reference to the inclusive education, too. In the development of the research was adopted a qualitative approach and used as instrument to gather the data, the bibliographical and documental analysis that was completed through interviews with teachers of the searched school. From this research was possible to infer that there are different representations about inclusive education and that the teachers have many doubts about what is really an inclusive education. It also shown that some teachers understand the inclusive education with representations of ancient standards of education that were dedicated exclusively to children with disability mental or physic, excluding those that, despite not have disability mental or physic are to the edge of the society. Through this research also was made reflections about the preparation of a project of inclusive education in a state public school and we concluded that it is possible, provided that all the community take part

ASSUNTO(S)

políticas públicas em educação formação de professores educacao public policy in education teacher training inclusive education educação inclusiva

ACESSO AO ARTIGO

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