A teoria e a prática pedagógica no cenário das turmas de alfabetização de uma escola inclusiva.

Abstract

The purpose of this study is to confront the pedagogical practice that is in use in literacy classrooms of public fundamental school in the state of Goiás with the socio-interactionist approach adopted by the teaching institution in its pedagogical policy. During approximately four months a qualitative study (not participative) was conducted in literacy classes of a school regarded as inclusive. First of all, the factors that contributed to the absence of sociointeractionist environments in the classrooms were identified; secondly, the reasons for the presence of a theory differing from the one proposed by the state school system; and finally, the manner by which the teachers relate to the students with or without special needs. The results of this study have revealed that the main reasons why teachers cannot satisfactorily carry out the proposal made by the State Education Department, by means of the Inclusive School Project / 2001 and the school s Political-Pedagogical Project, are related to aspects of the teachers life, regarding lack of instruction, lack of teaching tools, the way the school organizes its daily activities and, above all else, the way the education laws are applied. Such elements point to another one, which is responsible for so many wrong-doings in education and which have directly impacted the teaching-learning process for both teachers and students time availability to study, to reflect upon and to evaluate educational deeds.