Professores e educação inclusiva: formação profissional, identidades e discursos sobre a inclusão de alunos com necessidades educacionais especiais da visão

Abstract

With increasing demand of students with visual impairment in regular school, the teacher training is an aspect that deserves emphasis. Through speeches that permeate the educational practice, inclusive paradigm forces a repositioning of teachers in their professional practices. Ethnographic and interpretative nature, this qualitative research aims to investigate what are the perspectives of teachers, regular and experts, opposite the inclusive educational environment in a public school in the city of Salvador. It sets up an interdisciplinary theoretical construct anchored in studies in Applied Linguistics and Critical Analysis of Critical Discourse. The group of informants consisted of 10 (ten) basic education teachers, and 8 (eight) regular school class and 2 (two) of the resource room. Data were collected from two questionnaires, and the first with 22 (twenty-two) questions and the second with 25 (twenty five), ethnographic observations from two Portuguese classes and field notes, which were discussed the themes of the theoretical foundations and others focused on the pedagogical practices and experiences of the participants in light of their realities. Analysis and interpretation of the data were performed using the theme criterion consists of vocational training classes, activities developed and school interaction, resource room, and monitoring and evaluation. The achieved results were relevant to the discursive discussions, methodological, ideological and involved in school inclusion policies at present and especially to elaborate on points that may contribute to the reconstruction of a more appropriate profile professor of inclusive education in our context.