Incluindo a professora: subjetividade no contexto da inserção de crianças com necessidades educacionais especiais em classes comuns de ensino

Abstract

The aim of this work is to assess aspects concerning teacher training in regards to the inclusion of children with special educacional needs in regular classes. Due to the historic complexity of the subject matter, specific cases of dynamic interactivity between individuals are analyzed upon. The research is based on observations carried out in a regular public elementary first grade class from Goiânia, Goiás–Brazil in 1999. The main focus was the communication the teacher maintained with students from special classes, acknowledging teachers of common classes as being the main pole of resistance to the process. This research aimed at investigating the origin and reason of that resistance. The data were collected from multiple sources: bibliographic research, integrated research, documental analysis, participating observations documented on video; the latter became the base source for the discussion in the comprehension of the teacher’s subjectivity. The metodology applied was that of meaning context referring to parts of interactive discoursive situations. They were analyzed based on Vygotsky’s theories and on developmental construtivist perspective which constituted sense zones about the research. The teacher’s disbelief in public policies as well as the lack of a professional project should be emphasized upon as being the findings of most relevance. The developmental representation is regarded as being enclosed to the individuals. It has been noted that children’s subjectivitis constituting and is dialectally constituted within exclusive-inclusive real situations in classroom. As a result, inclusion is not an autonomous entity which is inherent to the individual conditions. It is confirmed or denied within dynamic interactivity situations in which the teacher finds herself lonely facing situations with which she has not learnt how to to cope.