Vozes da inclusão: relatos de docentes em um contexto inclusivo

Abstract

The objective of this study was to investigate the theoretical and practical markers that reveal the identity of the teaching professional regarding the training based on the inclusion of students with disabilities in a private school in João Pessoa. Its specific objectives were: to carry out a brief survey in the PPC of the Pedagogy course in order to see if the course offers curricular components that constitute a consistent formation in what concerns the constitution of a professional identity of the educator that includes, evaluating its impact on the Constitution of the identity of the educator who acts in the inclusion; Another specific objective was to evaluate the daily life of the educators of a private school in João Pessoa, seeking to rescue their discourse about school inclusion, as well as their pedagogical strategies regarding the innovations and pedagogical adaptations used. We used the methodology of qualitative research, with the use of semi-structured interviews. We have as results that the engagement in the area of school inclusion, in the sense of constituting an inclusive culture, involves issues such as affection, everyday experiences of inclusion, need for planning and flexibility according to the context. In addition, the teacher should have the mediator position in the construction of knowledge, should be concerned with who learns, how he learns, why he is working with certain knowledge and, above all, with constant reflection on what is being discussed, giving Openness to the manifestation of positions and ideas, contrary or not to yours. The social production of teacher identity is the way for Inclusive Education to happen. For identity is the reference, it is the original point on which difference is defined, and a climate of educational inclusion is founded, based on the constant and necessary conflict between identity and diversity.