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Previous issue date: 2009-06-09 / Nowadays the discussion about providing a quality education for all students is more and more recurrent, including for those who have special educational necessities. The discussion increases regarding that it is not enough to include these students in the regular school, but also to provide conditions of learning and development. This requirement implies changes in the educational system, as well as in the teachers‟ everyday; and these changes manifest themselves through the complexity of the functions which are assigned to the teachers and the school. The news that are generated from the perspective of the inclusive education asks for new formative models for teacher‟s performance, once he tries to (re)build knowledge, knowings and doings among troubles and conflicts as a way to decrease the impact caused by the necessary transformations. This research approached this context in order to understand the social representation about the inclusive education from teachers who work in the regular public school system in the Municipality of Cruzeiro do Sul, State of Acre. To approach the symbolic content, we elected the Multiple Classification Procedure (MCP) as the methodological approach. For that, it was necessary to apply the Technique of Free-Association of Words (TFAW) to 60 participants what provided data to the first step of the chosen methodological procedure. The criterion of choice of the participants took into account if they dealt with student who has special educational necessities and with public schools. Later, we applied MCP to 50 teachers from specialized course in inclusive education subgroup 01 and 30 teachers who has no specialized formation subgroup 02. The collected data from this step was examined through multidimensional and content analysis for a better understanding of their symbolic dimensions. The results from the multidimensional analysis showed that the subject inclusive education‟ for subgroup 01 involved the following facets: circulating discourses that meant the naming of the characteristics that teachers think indispensable to inclusive education; teachers in relation to the inclusive practice that was focused on the relation between teaching and included student, and repercussion to the student that showed the advantages that the inclusive education provided to the student who has special educational necessities. Subgroup 02 dealt with the following facets: characteristics of the included student that approached teachers‟ view on this student; negative aspects that regarded the naming of the obstacles in the achievement of inclusive education; and teacher‟s relations to the inclusive education that approach professional, affective, and formative elements. The content analysis revealed four categories: disagreeing concepts; conception of inclusive education; dimension of the teacher‟s inclusive doing, and difficulties and resistance to carry out the inclusion of a student who has special educational necessities in the regularschool. Both analyses multidimensional and content one showed that the constitution of elements in a social representation of inclusive education was a mixture formed by the characteristics of this sort of education and the school integration, materialized on the figure of the different‟ student. The representational field of the subject inclusive education‟ was associated to the social representation of the student who has special educational necessities, making clear the deficiency/ difference, and causing the difficulty of the teachers in achieving what they say about the phenomenon / Atualmente ? cada vez mais recorrente a discuss?o sobre o oferecimento de uma educa??o de qualidade para todos os alunos, dentre eles, ?queles com necessidades educacionais especiais. A discuss?o se amplia com o reconhecimento de que n?o basta incluir tais alunos no ensino regular, mas principalmente proporcionar-lhes condi??es de aprendizagem e desenvolvimento. Essa demanda pressup?e mudan?as tanto no sistema educacional quanto no cotidiano docente e essas mudan?as se traduzem na complexidade das fun??es atribu?das aos professores e ? escola. As novidades advindas com a perspectiva da educa??o inclusiva exigem a busca de novos modelos formativos para a atua??o do docente que em meio a afli??es e conflitos v?o (re)construindo conhecimentos, saberes e fazeres na tentativa de diminuir o impacto causado pelas necess?rias transforma??es. Foi nesse contexto que efetivamos esta pesquisa, com o intuito de investigar a representa??o social sobre educa??o inclusiva para os professores atuantes nas redes de ensino regular p?blicas de Cruzeiro do Sul/AC. Para nos aproximarmos de tal conte?do simb?lico elegemos o Procedimento de Classifica??es M?ltiplas (PCM) como abordagem metodol?gica. Para tanto, se fez necess?ria a aplica??o da T?cnica de Associa??o Livre de Palavras (TALP) com 60 participantes, que nos forneceu o material da primeira etapa do procedimento metodol?gico adotado. A escolha dos participantes teve como crit?rio atuarem com alunos com necessidades educacionais especiais e em institui??es p?blicas de ensino. Posteriormente, aplicamos o PCM com 50 professores oriundos de curso de forma??o especializada na ?rea da educa??o inclusiva subgrupo 01 e 30 professores, sem a mencionada forma??o subgrupo 02. O material apreendido a partir dessa etapa passou por an?lises multidimensionais e de conte?do para uma maior apropria??o de suas dimens?es simb?licas. Os resultados advindos da an?lise multidimensional evidenciam o objeto educa??o inclusiva‟ para o subgrupo 01 a partir das facetas: discurso circulante, que envolve a nomea??o de caracter?sticas que os docentes consideram necess?rias a educa??o inclusiva; docente na pr?tica inclusiva, que trata da rela??o entre fazer docente e aluno inclu?do e repercuss?es para o aluno, que apresenta os benef?cios que a educa??o inclusiva proporciona ao aluno com necessidades educacionais especiais. Para o subgrupo 02, evidenciam-se as seguintes facetas: caracter?sticas do aluno inclu?do, que aborda o olhar docente sobre tal aluno; aspectos negativos, que se volta para a nomea??o de empecilhos na efetiva??o de uma educa??o inclusiva e rela??o do docente com a educa??o inclusiva, que abrange elementos profissionais, afetivos e formativos. A an?lise de conte?do revela quatro categorias: conceitos discordantes; concep??o de educa??o inclusiva; dimens?o do fazer docente inclusivo e dificuldades e resist?ncias para realizar a inclus?o do aluno com necessidades educacionais especiais no ensino regular. Ambas as an?lises multidimensional e de conte?do evidenciam a constitui??o de elementos de uma representa??o social de educa??o inclusiva envoltos em um am?lgama entre as caracter?sticas desta e da integra??o escolar, concretizados na imagem do aluno diferente‟. O campo representacional do objeto educa??o inclusiva‟ associa-se notadamente com a representa??o social de aluno com necessidades educacionais especiais, denotando a defici?ncia/diferen?a, isso contribui para a dificuldade dos docentes tornarem concreto o que discursam sobre o fen?meno
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14318 |
| Date | 09 June 2009 |
| Creators | Costa, Ademarcia Lopes de Oliveira |
| Contributors | CPF:34252819504, http://lattes.cnpq.br/0778953049451033, Lira, Andr? Augusto Diniz, CPF:02234433444, http://lattes.cnpq.br/8891017471432810, Nunes, D?bora Regina de Paula, CPF:02487157712, http://lattes.cnpq.br/1188086132826132, Silva, Luzia Guacira dos Santos, CPF:32434472400, http://lattes.cnpq.br/1032425601643160, Andrade, ?rika dos Reis Gusm?o de |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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