A presente Dissertação de Mestrado em Educação tematiza a formação continuada de professores no contexto da inclusão escolar. Diante de alunos que questionam e desestabilizam a ação docente, por desviarem-se do caminho tido como normal de aprender, focam-se os movimentos e as travessias realizadas pelo professor na construção do trabalho escolar. Como campo de estudo, aborda uma experiência realizada com um grupo de professores, ocorrida em uma instituição de educação infantil e de ensino fundamental na região metropolitana do RS, entre os anos 2006 e 2012. As memórias, as cenas e as narrativas foram resgatadas, sistematizadas e transformadas em texto intitulado Diário de Viagem. São analisados especialmente os enunciados de quatro professores em relação aos referidos alunos. O argumento, tecido sob forma de ensaio, contempla o diálogo entre a Educação Especial, a Psicanálise, as proposições de Roland Barthes sobre a leitura e a literatura de Italo Calvino, Se um viajante numa noite de inverno. Frente aos (des)encontros entre o professor e os alunos da inclusão, apostamos em um caminho em que o fazer docente decanta de uma certa artesania de ler. A leitura, considerada como travessia, realiza-se em três tempos e posições: encontra-se com a desarmonia imobilizante que conduz a uma leitura cientificista; transita pelo enfrentamento do estranho e chega à leitura desconstruída, descontínua, que permite a constituição de práticas pedagógicas. / This dissertation presented as a requirement for the Master’s Program in Education discusses the need for continuous teacher training regarding the education of students with special needs. When facing students who question and challenge educational actions by presenting learning styles that differ from those considered standard, we have focused on movements and paths chosen by educators in their practice. As a study field, it presents an experiment done with a group of educators from an institution where both Children’s and Elementary Education levels are offered. It is located in the metropolitan region of the Brazilian state of Rio Grande do Sul, between 2006 and 2012. The memories, the scenes and the narratives have been dutifully evoked, systematized and recorded in writing, which has originated the Diário de Viagem (Travel Log). The considerations made by four teachers on the referred students have been analyzed in detail. The argument, which has been shaped and organized as an essay, looks upon the communication established among Education for Special Needs, Psychoanalysis, Roland Barthes’s propositions on Reading and Italo Calvino’s work, namely Se um viajante numa noite de inverno (Se una note d'inverno un viaggiatore). Considering the (mis)matchings involving educators and students with special needs, we have sought to pursue a path that shows us that an educator’s work derives from reading as a craft. The act of reading, herein compared to a crossing, takes place at three different times and from three different perspectives: the encounter with an immobilizing disharmony that leads to a technicist reading; traveling through the confrontation with the bizarre and reaching deconstructed and discontinuous reading, which enables the construction of pedagogical practices.

A presente Dissertação de Mestrado em Educação tematiza a formação continuada de professores no contexto da inclusão escolar. Diante de alunos que questionam e desestabilizam a ação docente, por desviarem-se do caminho tido como normal de aprender, focam-se os movimentos e as travessias realizadas pelo professor na construção do trabalho escolar. Como campo de estudo, aborda uma experiência realizada com um grupo de professores, ocorrida em uma instituição de educação infantil e de ensino fundamental na região metropolitana do RS, entre os anos 2006 e 2012. As memórias, as cenas e as narrativas foram resgatadas, sistematizadas e transformadas em texto intitulado Diário de Viagem. São analisados especialmente os enunciados de quatro professores em relação aos referidos alunos. O argumento, tecido sob forma de ensaio, contempla o diálogo entre a Educação Especial, a Psicanálise, as proposições de Roland Barthes sobre a leitura e a literatura de Italo Calvino, Se um viajante numa noite de inverno. Frente aos (des)encontros entre o professor e os alunos da inclusão, apostamos em um caminho em que o fazer docente decanta de uma certa artesania de ler. A leitura, considerada como travessia, realiza-se em três tempos e posições: encontra-se com a desarmonia imobilizante que conduz a uma leitura cientificista; transita pelo enfrentamento do estranho e chega à leitura desconstruída, descontínua, que permite a constituição de práticas pedagógicas. / This dissertation presented as a requirement for the Master’s Program in Education discusses the need for continuous teacher training regarding the education of students with special needs. When facing students who question and challenge educational actions by presenting learning styles that differ from those considered standard, we have focused on movements and paths chosen by educators in their practice. As a study field, it presents an experiment done with a group of educators from an institution where both Children’s and Elementary Education levels are offered. It is located in the metropolitan region of the Brazilian state of Rio Grande do Sul, between 2006 and 2012. The memories, the scenes and the narratives have been dutifully evoked, systematized and recorded in writing, which has originated the Diário de Viagem (Travel Log). The considerations made by four teachers on the referred students have been analyzed in detail. The argument, which has been shaped and organized as an essay, looks upon the communication established among Education for Special Needs, Psychoanalysis, Roland Barthes’s propositions on Reading and Italo Calvino’s work, namely Se um viajante numa noite de inverno (Se una note d'inverno un viaggiatore). Considering the (mis)matchings involving educators and students with special needs, we have sought to pursue a path that shows us that an educator’s work derives from reading as a craft. The act of reading, herein compared to a crossing, takes place at three different times and from three different perspectives: the encounter with an immobilizing disharmony that leads to a technicist reading; traveling through the confrontation with the bizarre and reaching deconstructed and discontinuous reading, which enables the construction of pedagogical practices.

A presente Dissertação de Mestrado em Educação tematiza a formação continuada de professores no contexto da inclusão escolar. Diante de alunos que questionam e desestabilizam a ação docente, por desviarem-se do caminho tido como normal de aprender, focam-se os movimentos e as travessias realizadas pelo professor na construção do trabalho escolar. Como campo de estudo, aborda uma experiência realizada com um grupo de professores, ocorrida em uma instituição de educação infantil e de ensino fundamental na região metropolitana do RS, entre os anos 2006 e 2012. As memórias, as cenas e as narrativas foram resgatadas, sistematizadas e transformadas em texto intitulado Diário de Viagem. São analisados especialmente os enunciados de quatro professores em relação aos referidos alunos. O argumento, tecido sob forma de ensaio, contempla o diálogo entre a Educação Especial, a Psicanálise, as proposições de Roland Barthes sobre a leitura e a literatura de Italo Calvino, Se um viajante numa noite de inverno. Frente aos (des)encontros entre o professor e os alunos da inclusão, apostamos em um caminho em que o fazer docente decanta de uma certa artesania de ler. A leitura, considerada como travessia, realiza-se em três tempos e posições: encontra-se com a desarmonia imobilizante que conduz a uma leitura cientificista; transita pelo enfrentamento do estranho e chega à leitura desconstruída, descontínua, que permite a constituição de práticas pedagógicas. / This dissertation presented as a requirement for the Master’s Program in Education discusses the need for continuous teacher training regarding the education of students with special needs. When facing students who question and challenge educational actions by presenting learning styles that differ from those considered standard, we have focused on movements and paths chosen by educators in their practice. As a study field, it presents an experiment done with a group of educators from an institution where both Children’s and Elementary Education levels are offered. It is located in the metropolitan region of the Brazilian state of Rio Grande do Sul, between 2006 and 2012. The memories, the scenes and the narratives have been dutifully evoked, systematized and recorded in writing, which has originated the Diário de Viagem (Travel Log). The considerations made by four teachers on the referred students have been analyzed in detail. The argument, which has been shaped and organized as an essay, looks upon the communication established among Education for Special Needs, Psychoanalysis, Roland Barthes’s propositions on Reading and Italo Calvino’s work, namely Se um viajante numa noite de inverno (Se una note d'inverno un viaggiatore). Considering the (mis)matchings involving educators and students with special needs, we have sought to pursue a path that shows us that an educator’s work derives from reading as a craft. The act of reading, herein compared to a crossing, takes place at three different times and from three different perspectives: the encounter with an immobilizing disharmony that leads to a technicist reading; traveling through the confrontation with the bizarre and reaching deconstructed and discontinuous reading, which enables the construction of pedagogical practices.

One of the important tasks of the school is to provide students with the conditions to participate. Young people with intellectual disability have less favorable conditions for participation in physical activities than other peers. Physical activities can contribute to increased health and quality of life for these young people. The study aims to generate increased knowledge about students own experiences of participation in physical education and health-promoting physical activities. Research questions: What experiences and expectations of participation in health-promoting physical activities in physical education and in leisure time, students tell about? What factors in teaching and leisure appear to be central to creating the conditions for student participation in health-promoting physical activities? In order to gain increased knowledge about students' own experiences of participation, qualitative interviews were chosen as the survey method. Six individual interviews were conducted, transcribed and analyzed based on a narrative approach and the questions were designed based on a participation model, with six aspects of participation. The results of the study are presented through six different narratives based on the participation aspects, and were also analyzed based on them, and even the Sense of coherence theory. The study's results indicate that the students experience good participation in physical education and experience physical activities as fun and meaningful even outside school. This compared with less participation and meaningfulness earlier in compulsory school. The students now experience interaction, that they are accepted and have equal relationships with other young people in the group. Students get to experience, recognition through positive encouragement, responsiveness to their needs from the teacher. They experience a varied teaching content that is comprehensible and manageable and which they can influence. Central to the participation is an accessible teaching in physical education that meets students together and have the conditions to develop an engagemen / En av skolans viktigaste uppgifter är att ge elever förutsättningar att vara delaktiga i undervisningen och samhällslivet. Ungdomar med intellektuell funktionsnedsättning har mindre goda förutsättningar till delaktighet i fysiska aktiviteter än andra jämnåriga. Fysiska aktiviteter kan bidra till en ökad hälsa och livskvalitet för dessa ungdomar. Studien avser att generera en ökad kunskap kring elevers egna upplevelser av delaktighet i idrott och hälsa på gymnasiesärskolan och hälsofrämjande fysiska aktiviteter. Frågeställningar: Vilka upplevelser och förväntningar av delaktighet i hälsofrämjande fysiska aktiviteter i ämnet idrott och hälsa och på fritiden, berättar elever om? Vilka faktorer framstår som centrala för att skapa förutsättningar för elevers delaktighet i idrott och hälsa på gymnasiesärskolan och i fysiska aktiviteter på fritiden? För att få en ökad kunskap om elevers egna upplevelser av delaktighet valdes kvalitativa intervjuer som undersökningsmetod. Sex individuella intervjuer genomfördes, transkriberades och analyserades utifrån ett narrativt förhållningssätt och frågorna är utformade utifrån SPSM:s delaktighetsmodell med sex aspekter av delaktighet. Studiens resultat presenteras i form av berättelser vilka utarbetats utifrån delaktighetsmodellen. Berättelserna analyserades även utifrån denna samt teorin KASAM. Studiens resultat pekar på att eleverna upplever en god delaktighet i idrott och hälsa på gymnasiesärskolan i jämförelse med en mindre upplevd delaktighet tidigare under grundskolan. Eleverna upplever samhandling, att de är accepterade och har jämlika relationer med andra ungdomar i gruppen. Eleverna får uppleva erkännande genom positiv uppmuntran, lyhördhet för deras behov från läraren. De upplever ett varierat undervisningsinnehåll som är begripligt och hanterbart utifrån elevernas förutsättningar och som de kan påverka. Centralt för delaktigheten är en tillgänglig undervisning i ämnet idrott och hälsa som bemöter och utvecklar elever på ett sätt så att de på egen hand och tillsammans med andra får förutsättningar att utveckla ett engagemang. Ett engagemang som i sin tur gör att eleverna förhoppningsvis upplever en meningsfullhet i att vara delaktiga i fysiska aktiviteter även på fritiden.