Representações sociais sobre a prática pedagógica : educação inclusiva nos anos finais do ensino fundamental

Abstract

The purpose of this paper is to analyze the social representations of the teachers of the final years of elementary school with regard to pedagogical practices directed, in particular, to the learning of students with disabilities in the inclusive education context. From the National Special Education in the Perspective of Inclusive Education Policy (BRAZIL, 2008) and the proposal of full inclusion, the research that was carried out connects with the larger research project undertaken by the ¿Educational institutions: Policies and pedagogical practices¿ Research Group/CNPQ, which also integrates with the International Center for Studies on Social Representations and Subjectivity in Education/CIERS-Ed/FCC, UNESCO ¿Teacher Professionalization¿ chair. This study proposes reflections on the pedagogical practices developed in the classroom context for students with disabilities enrolled in regular classrooms. It is based on The Theory of Social Representations/TRS (MOSCOVICI, 2012, 2015) and on Abric (1996) and Marková (2006, 2017), among others, who go deeper into issues surrounding this TRS; on the legal provisions concerning special education from the perspective of inclusive education; on authors dedicated to inclusive education (MANTOAN, 2001, 2002, 2003, 2010, 2014, 2018; Kassar, 2012, and others), and on studies and research that refer to the analysis of pedagogical practices, teaching knowledge, and inclusion pedagogies, with emphasis on Nóvoa (1991, 1995); Altet (1994, 1997, 2000, 2017); Abdalla (2006, 2008, 2011, 2015, 2016, 2017, 2018, 2019), Franco (2012), and Almeida and Abdalla (2017), among others. The study was carried out via these steps: 1st review of the literature, 2nd application of a questionnaire and of the evocation technique applied to 16 teachers working in the final years of elementary school with 26 closed questions; 3rd observation of the classroom, the teachers, and their practices, and 4th interviews with 03 teachers, who took part in the previous stages to resume certain questions and go deeper into them. The results were analyzed using the content analysis technique (BARDIN, 1977) and the aforementioned theoretical-methodological frameworks, and are configured in two analysis dimensions: Didactic-epistemic management of learning, which develops the ¿Organization of practices¿ analysis category and their respective units of meaning; and The teachers¿ social representations of their practices in classes with students with disabilities, which analyzes the ¿Dialogue Space¿ category and its units of meaning. Standing out among the main results insofar as the organization of practices are concerned are that teachers: a) seek to exercise a practice aimed at student learning in an intentionally organized manner; however, they consider that there is a need to create inclusive educational environments in which the inclusion pedagogy prevails, b) face the values and tensions generated by demand, showing some resistance to the controlling imposition of the State in meeting differences; c) although teachers believe in the differentiated Full-Time School curriculum, they consider that it does not serve students with disabilities, and have the representation that they should, ideally, be in specific schools. As for the teachers¿ social representations about the mastery of their practices, in particular with regard to the dialogue space, teachers consider that: a) they have autonomy to innovate their practices, provided they meet the skills set forth by the school system; b) need to have patience to teach students with disabilities, identifying a strained dialogue, not understanding what this Other says; c) the school should foster democratic and collective participation in the development of more inclusive practices against social inequality; and d) there is a need for teacher training to work more effectively and meaningfully in inclusive schools. In fact, this work is expected to contribute to studies and research on inclusive education, in particular by addressing pedagogical practices of inclusion for the learning of students with disabilities.