As significações de uma professora acerca da atividade docente em um contexto de inclusão do aluno com deficiência intelectual

• Ano de defesa: 2013
• Autor(a) principal: Rosa, Arlete Rodrigues dos Santos Santa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alagoas; Brasil; Programa de Pós-Graduação em Educação; UFAL
• Palavras-chave em Português: Deficiência intelectual - Aluno; Atividade docente; Psicologia sócio-histórica; Intellectual Disability - Student; Teaching activity; Socio-historical Psychology; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.repositorio.ufal.br/handle/riufal/6251

We live in a time of intense change and changes in all professional activities. These events also have an impact in education, so that the teacher is seen today in a process of reconfiguration of their role. The teaching activity in an inclusive context, assumes na effective participation of the entire school community to meet the challenges posed by diversity, and a reconfiguration in teaching practices. However, our research that specifically sought to apprehend the meanings constituted by a teacher on the teaching activities in mainstream classes, in which students was included with intellectual disabilities. Supported by theoretical and methodological assumptions of Socio-Historical Psychology, the study involved the participation of a teacher in the early years of elementary school in a public school of the city of Maceio. From the data analysis, it was shown that, despite the intense debate around the process of inclusion of students with intellectual disabilities in regular schools, both in the gym, and in terms of public policies, as they relate to teaching, dynamic historically constituted and mechanisms remain resilient, and, persist pedagogical practices that show low expectations about student learning with this deficiency. This was demonstrated in our research with the main organizer of the school, the teacher , especially in regard to the teaching of abstracts for these students compared to students in the same class concepts Thus, we conclude that more investments are needed in teacher in-service and educational policies that support these professionals so that they are able to feel more prepared and confident in the teaching and learning process of the students with this disability and most active in welcoming diversity in regular school.