Inclusão escolar e resistência docente: a dimensão subjetiva dos professores e suas determinações

• Ano de defesa: 2020
• Autor(a) principal: Oliveira, Francélio Ângelo de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Inclusão escolar; Resistência docente; Subjetividade
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/52865

This research aims to analyze the resistance of teachers to inclusive pedagogical practices, considering the dimension of subjectivity and its constitutive determinations. Therefore, it started from the following question: what are the meanings that make up the teachers' subjectivity and reverberate in the movement of resistance to school inclusion? The theoretical contribution used is found in the so-called socio-historical psychology, more precisely in the studies of Lev Vygotsky. Regarding the methodological path, it is a qualitative research of the case study type, carried out in a public school in the municipality of Maranguape-Ceará-Brazil. The research participants were three teachers, chosen from the application of generating questions linked to the research objective. To access the socio-historical determinations that guide the subjective processes of the research participants, we use the core meanings. The results reveal the low expectations of teachers regarding the learning of students with disabilities, which reverberates in their pedagogical practices and perpetuates the historical process of segregation of these individuals. In the same way, they indicate that the teachers' meanings about disability are appropriate and synthesized from an ideal of man demanded by the capitalist mode of production, and, for this reason, they are anchored in an incapacitating and unproductive image, a fact that has repercussions on the teaching and building non / excluding pedagogical practices. The meanings produced by the teachers demonstrate that: I) the target audience of special education cannot access the content due to issues exclusively related to disability, II) they feel alone and lost at work with inclusion, III) the way inclusion is apprehended portrays a prison or punishment and puts at risk what they have learned about teaching practices, and, IV) feelings of transgression, sin and guilt due to frustrations regarding the learning indicators of students with disabilities. From the discussions and results learned throughout this research, it is concluded that the production of teachers' subjectivity results from mediations related to historical and cultural processes that invalidate and incapacitate people with disabilities. Therefore, the meanings produced by teachers point to the fabrication of disabilities and maladjustments of students with disabilities in the face of the project of man and society pursued by the school that translate into the movement of resistance to the process of school inclusion