As metamorfoses da formação: experiência com alunos com deficiência e desenvolvimento profissional ético

Abstract

The education of students with disabilities demands a teacher education with knowledge, attitudes, and values that are fundamental for a successful implementation of inclusive education. The main goal of this study is to investigate aspects of ethical professional development of undergraduate students and teacher educators from teaching experiences with students with disabilities. Our discussions are situated in the field of Applied Linguistics, in the scope of studies developed in two groups Agir de Linguagem, Docência e Educação Inclusiva (ALDEI/UFPB) and Grupo de Estudos em Letramentos, Interação e Trabalho (GELIT/UFPB) and they are based on the perspective of the Sociodiscursive Interactionism (BRONCKART, 1999; BULEA, 2016), considering theoretical contributions from Philosophy (RICOUER, 1994; LEVINAS, 2013; SPINOZA, 2014 [1677]), Education (SKLIAR, 2006; RODRIGUES, 2006; UNICEF, 2012), Psychology (VYGOTSKY (2004, 2010 [1934]) and Work Sciences (AMIGUES, 2004; CLOT, 2010). The data generation process of this interpretative study was carried out through several instruments, among them audio recordings of two meetings with thirteen pre-service teachers, three teacher educators and three supervisor teachers. The collaborators were located in two contexts through which they lived the experience with students with disabilities: in a special education institution, through a supervised internship; as well as in two regular schools, with an institutional program called Programa Institucional de Bolsas de Iniciação à Docência (PIBID). The data analysis took into consideration the notion of affection presented by Spinoza (2014 [1677]) and the concept of Action Figures (BULEA, 2016). The results pointed to metamorphoses experienced by the collaborators in terms of personal and professional development. These outcomes indicated that educational-formative mediations with students with disabilities made possible experiences of awareness about the ethical responsibility towards the inclusive demands. Concerning the propositional dimension of the thesis, from the texts generated in the study we presented aspects that contribute to an inclusive teaching education.