A escola e a inclusão de pessoas com deficiência : uma análise sobre as representações sociais de professores(as)

Abstract

This research proposes to analyze the social representations of the teachers who teach classes in high school, focused on the teaching of people with disabilities (PCD). The intention is to observe, which representations of the teachers that are dealing with the presence of students with disabilities, who became part of the public of regular high schools, from the law of inclusion, n ° 6,571 / 2008. This is a qualitative research, in the State School "André Avelino Ribeiro", in the city of Cuiabá / MT. The data collection was obtained from techniques such as: bibliographic research; documentary research; semi-structured interviews; closed questionnaire; visitation, observation and field note. It aims to analyze the social representations of teachers, in relation to PCD included in classrooms, of regular high school; understand the representations of experiences and experiences of the high school teachers of Public Schools in teaching for PCD; observe the teacher's view on the inclusion of PCD in high school and reflect on the difficulties of these professionals when working with the inclusive school. The theoretical basis will be based on works by authors working with the theory of social representations, such as Durkheim, Moscovici and Jodelet; and authors such as: Maria Teresa Égler Mantoan, Marcos J. S. Mazzotta and Dermeval Saviani, who talk about education, inclusion of PCD, public policies, and the process of exclusion and social inclusion through education. The empirical research enabled the collection of data, in which it can be verified that in the researched school there is acceptance and interest on the part of the management team of the school in enrolling and include the PCD in high school, and that it unfolds to attend to the need specific to each, it is noted that some teachers try to include PCDs in their classes, in a productive way, also the multifunctional resource room that has specialized professionals who work with the development of PCDs against the counter in their classroom hours, and works as a place of support for the school's teachers. However, there is still resistance on the part of some teachers to conform to the inclusive education system, and their anguish is also observed in working with inclusion due to overcrowding of students in classrooms (average of 40 students per classroom) and lack of help from a psychologist at school, was also pointed out, lack of awareness from colleagues, most of these, do not respect the differences. This study has developed under a sociological bias, looking carefully at the role of teachers in this inclusion process, evidencing the diversity of the public that is part of the school day, among them, students with disabilities of various types, leading to reflections on the social representation of the teachers in dealing with these new social demands.