Dimensões subjetivas de professores de uma escola pública do Distrito Federal no contexto da educação inclusiva

Abstract

Inclusion of Students with Special Educational Needs is experienced in schools through face challenges that are themselves the complexity and subjectivity implied in this process. The question underlying this research is: how are constituted subjective dimensions of teachers in the school inclusion? This question is justified on the understanding that school inclusion is not reduced to a point, but is subjectivized the legislation that guides, the organizational linkage of school inclusion, for the design deficiency of the subjects involved in this process, the existence or absence of the community in school spaces, the constituent complexity of historical and cultural processes of society, among other things. From the question that guides the research, we aim to understand the subjective dimensions of teachers who work in different roles in the care of students with special educational needs in a public school of Primary Education of Distrito Federal. The research is based on historical and cultural perspective of human development in SemionovichVigotski Lev contributions (1997; 2010) and his views on disability; and the study of subjectivity theory proposed by Luis Fernando González Rey (2007a, 2009, 2010, 2011). This is a qualitative research supported by the methodology called Qualitative Epistemology, that against the knowledge, takes a constructive interpretative design, defends the interactive nature of the process in which researcher and researched are involved and assumes the legitimacy of the uniqueness of the subjects in the study. This study is subject four teachers, who have teaching activities with the students with special educational needs and develop different ways: a teacher ruler of inclusive Common Class, a professor of Multifunctional Resource Room, a Special Class teacher and a monitor that helps students Special Educational Needs. As methodological instruments were used conversational dynamics, the complement of sentences, the memorial, the participant or participant observation and open interview. The use of these instruments intended to create opportunities a dialogic and reflective space that dynamically allow the construction of a theoretical model and production of a legitimate knowledge on aspects of subjective dimensions of the subjects that are significant to an understanding of school inclusion. Raised indicators were based on such dimensions of the collaborators that resulted: 1) in matters of legislation on school inclusion, 2) the relationship between educational inclusion and social inclusion, 3) the tensions and contradictions of the day Day of inclusion in the school process, 4) the redefinition of teacher action from the experiences on inclusion, 5) the redefinition of personal life through the experiences with inclusion and 6) in the community value as strengthening element to face the challenges present in school inclusion. Keywords: Subjective dimensions. Students with Special Educational Needs. School inclusion. HISTORICIZANDO O OBJETO DE PESQUISA Ando devagar porque já ...

A constituição subjetiva do professor enquanto sujeito da sua ação

“…Assim, consideramos que outras pesquisas (ARRUDA, 2014;CORDEIRO, 2015;GALLERT, 2010;OLIVEIRA, L. S., 2013;REIS JÚNIOR, 2009;SANTOS, E. B., 2013;SANTOS, G. C. S., 2010;TELES, 2015), que assumem como referencial a Teoria da Subjetividade de González Rey (1997Rey ( , 2004aRey ( , 2005aRey ( , 2005bRey ( , 2011b, alcançam uma discussão mais aprofundada sobre o processo da constituição subjetiva docente, pois o conceito de subjetividade é compreendido como [...] um macroconceito que integra os complexos processos e formas de organização psíquica envolvidos na produção de sentidos subjetivos. A subjetividade se produz sobre sistemas simbólicos e emoções que expressam de forma diferenciada o encontro de histórias singulares de instâncias sociais e sujeitos individuais, com contextos sociais e culturais multidimensionais.…”

“…Além das pesquisas sobre a constituição da subjetividade docente em processos formativos, fundamentadas na Teoria da Subjetividade, encontramos investigações que analisam processos subjetivos do professor em relação a outros temas arrolados à profissão. Citamos como exemplo a pesquisa realizada por Cordeiro (2015) que faz uma análise da produção subjetiva de quatro professoras em relação ao processo da inclusão de alunos especiais no contexto escolar. Ao final da construção interpretativa sobre cada professora, a autora apresenta sínteses conclusivas parciais que mostram o quanto a constituição subjetiva é um processo complexo, singular e individual, configurado nas relações sociais da sua trajetória de vida, possibilitando que assumissem a condição de sujeito no exercício da docência no âmbito da educação especial.…”