InclusÃo de Alunos com DeficiÃncia nas RepresentaÃÃes Sociais de suas professoras

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

The principle of inclusion for handicapped students has been occupying a significant space in our society and stimulating less segregative educational practices, thus, guaranteeing opportunities to the subject group for learning and developing on par with the students that are considered normal. The objectives of this research were to analyze the social representations of scholar inclusion between teachers of the regular Pre-School and Elementary School, as well as to learn how such representations orient their praxis. The Theory of Social Representations of Serge Moscovici is the guiding referential for this investigation. This Theory consists in a mean to break up explicative models structurally sustained as a basis in the dichotomy individual-collective. Several scholars of the process of inclusion, the subject of our study, have been taken as references. Among them: MagalhÃes, Mantoan, Sassaki. The chosen field for this study was the city of JaboatÃo dos Guararapes â PE, more specifically, the public educational system. The subjects of research were 43 teachers who teaches in the regular classes of Pre-School and Elemantary School, who are receiving handicapped students in their classes. Semistructured interview and free association of words were the instruments for the collections and generation of data. The Laurence Bardinâs proposal to analyze interviews was used for this task. The free association data were organized according to the frequency of evocation criteria and distributed in semantic fields. The categories and semantic fields emergent form these sources led to the affirmation that the teachersâ social representation of inclusion associates a general content which is centralized in the following elements: mere insertion of the handicapped students in the regular school; impossibility of learning or slow learning; lack of supportive programs (services of support and technical preparation is missing); carefulness (love, solidarity, respect, dedication, patience and attention). This representational content of inclusion as understood by the teachers confirms the negligence of the right of education to the handicapped students, as it takes place, settling the welfare state paradigm In spite of all the current discourse about inclusion, this social representation brings the understanding of the distance between such discourse and the current practices in the public schools

ASSUNTO(S)

teaching practice prÃtica docente inclusion educacao social representations inclusÃo representaÃÃes sociais

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