Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Mucci, Daniela Horvath
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| Orientador(a): |
Sousa, Clarilza Prado de
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Formação de Formadores
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| Departamento: |
Faculdade de Educação
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/23885
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Resumo: |
The present study arises from observations, based on experiences at school with teachers and students. Looking at the social relations that circulate in the educational environment prompted me to want to unveil this complexity and understand the impacts on teaching performance. The course of this study was permeated by the objective of analyzing the social representations of teachers from the final years of elementary school about the inclusion of students with disabilities enrolled in regular classrooms of public schools. We started the process by tracing the trends, through scientific works that present the themes: social representations of teachers and inclusion of students with disabilities. This process of literary review by integrative analysis showed us the need for new approaches, which led us to three approaches – portrayed in the specific objectives: revisiting the historical processes that culminated in the inclusion of students with disabilities; analyze how social representations have been impacting teaching professionality; and present an indicative agenda for a formative itinerary. The research subjects are teachers in the final years of public elementary school. The theoretical foundation is based on the historicity of the person with a disability, on the path of different paradigms and on inclusion as a recognition of rights. For these sections, we bring contributions from theorists such as Teresa Mantoan, Romeo Sassaki, and William Stainback. We also present a dialogue between Axel Honneth and Paulo Freire, starting from solidarity as a proposal for an inclusive social construction. To support the understanding of social representations, we rely on the contributions of Serge Moscovici and scholars in the area, such as: Denise Jodelet, Clarilza Sousa, Bader Sawaia and Adelina Novaes. The investigation is based on a qualitative approach. For data collection, we used semi-structured interviews and, for content analysis, we followed Maria Laura Franco's proposal. The data produced, based on the incidences, were grouped into 4 categories: Category 1 - Teacher; Category 2 - Student; Category 3 - Group and Category 4 - System. The results demonstrate that the historicity of abandonment and exclusion of people with disabilities possibly impact on the social representations of teachers, who anchor the processes of inclusion of students with disabilities in barriers, especially from the medical report and the impossibilities of students with disabilities in school environment. They understand that school inclusion is the presence of a student with a disability at school and that it is up to the student to meet the requirements presented by the educational context, a concept that meets the integration paradigm. Reflecting on the data, we conclude the importance of transforming the concept of inclusion in school to inclusive school; for this, we understand the role of the teacher within a collaborative network, with the teaching subject being a protagonist in the training itineraries and inserted in their own context, thematizing the teaching practice and the experiences of their territory. For the route proposed by the formative itinerary, we rely on the contributions of Maurice Tardif |
