Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Mesquita, Danilo Oliveira
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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/39553
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Resumo: |
School inclusion is a duty of all Brazilian schools, supported by a broad legal apparatus conquered with years of struggle for the social participation of people with disabilities. However, since the Salamanca Declaration (UNESCO, 1994), the concept of inclusive education has been expanded, encompassing all students who, for some reason, are unable to benefit from school in its whole, regardless of whether or not they have a diagnosis of health. This process brought numerous situations to the teacher that challenged his initial and continuing education, awakening feelings that had repercussions in the exercise of his profession. Therefore, the objective of this work is to understand the feelings of teachers in situations of inclusion. The research was carried out in a private school in the city of São Paulo, with 16 teachers from different curricular components who work in the final years of Elementary School. The theoretical-methodological foundation used was the Theory of Social Representations and data collection was carried out through a questionnaire and the answers obtained were classified and categorized based on content analysis. The results showed that teachers associate inclusive education with health diagnoses, such as Attention Deficit Hyperactivity Disorder (ADHD), Autistic Spectrum Disorder (ASD), and dyslexia. Their feelings towards the challenges of inclusion are diverse and ambivalent, ranging from those linked to helplessness and disturbance, such as impotence, incapacity, and impatience, to those associated with support and comfort, such as satisfaction, gratitude, and surprise. Finally, the results demonstrated the need to elaborate a multidimensional training itinerary to be developed within the teaching institution, together with its teachers, based on a structuring of the knowledge already existing in its teaching staff concerning inclusive education, providing opportunities for its constant collaborative construction, acceptance of teaching challenges and teachers' difficulties, as well as expansion of the school inclusion process |
