Narrativas sobre inclusão escolar: a história de Arthur

• Ano de defesa: 2018
• Autor(a) principal: Stangherlin, Thaís Virginea Borges Marchi
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Formação de professores; Educação especial; Inclusão escolar; (Auto)biografia; Teacher training; Special education; School inclusion; (Auto)biography; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/19068

This thesis is linked to Research Line 1 of the Post-Graduation Program in Education: Training, Knowledge and Professional Development and presents as main problem the teacher training and school inclusion seen from the prism of the life history of a student with a disability and the narratives of his family and his former teachers. The purpose of this study was to investigate and understand the teacher training of the common teaching teacher to act in the perspective of inclusive education and to analyze the narratives of the teachers correlating them with the educational public policies in force in the field of Special Education. For the organization of the research, the qualitative approach was chosen through the (auto) biographical method as a way to reach the objectives outlined in this proposal. The dimensions of the chosen method allowed the use of the biographical-narrative methodology as a way to construct the history of a student with a disability and to collect and analyze the family narratives and their former teachers as empirical materials of the research. The research points to the formation of teachers and school inclusion as two issues that need to be rethought from the innumerable difficulties that the school and society face in relation to the adaptation to the parameters established by the Special Education policies. The theoretical-methodological framework that accompanied the development of the research is based on the studies of Abrahão (2003; 2004); Delory- Momberger (2012); Bolivar (2002); Ferrarotti (2010); Rodrigues (2007); Correia (2010); among others. At the end of the research, it is concluded that teacher training, although necessary, is not an essential alternative for the consolidation of the proposal for school inclusion, and it is necessary to consider the promotion of a third institution that would represent the middle path towards school inclusion established in public policies in relation to inclusive education.