A constituição identitária docente do professor de educação básica e a educação inclusiva

Detalhes bibliográficos
Ano de defesa: 2015
Autor(a) principal: Miranda, Luciane Helena Mendes de lattes
Orientador(a): Placco, Vera Maria Nigro de Souza
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Pontifícia Universidade Católica de São Paulo
Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
Departamento: Psicologia
País: BR
Palavras-chave em Português:
Palavras-chave em Inglês:
Área do conhecimento CNPq:
Link de acesso: https://tede2.pucsp.br/handle/handle/16197
Resumo: The purpose of this qualitative research is to analyze how teaching identity constitution is built in relation to the inclusion of people with disabilities, pervasive developmental disorders, high ability / giftedness, and how the initial training interfere in this matter. For this paper, the subject of research was a teacher who met the following criteria: degree in Pedagogy; 2 to 5years experience in the profession; inserted in basic regular education, public or private; have or have had at least one disabled student in her classroom and worked in a city of the Alto Tiete region. Two semi-structured interviews were conducted as data collection instrument. The data were organized into categories that depict: Professional Career Lecturer; Inclusion; Identitary crises; Preliminary and Inclusive Education; Pedagogical Practices; and their Role and Belonging, and analyzed based on Dubar (2005, 2009), Placco (2008) and Placco and Souza (2010). We observed that there are several identity crises that occur in the teacher's work with students with disabilities; these crises are reflected in the way the teacher perceives herself and her role in inclusive education. We also observed that the teacher identifies in its initial formation, the subsidies that whave or have not been assigned in relation to inclusive education, which would be important to her identity constitution. The results indicate that the teacher experiences a complex task in dealing with the duties and belonging and the identity crises. The paradox of experiencing major institutional changes, with the new obligations arising from the inclusive education proposal; the contradictions emanating from the own legal guidelines, with the clash between the functions previously assumed and that must pass assume, is to establish an identity crisis, the teacher, the subject of this research, the transition between previous statutory identity forms, identity forms reflexive and most current statutory identity forms, movements that require continuous construction and reconstruction of its educational identity