Mobilizações e recuos na atuação de professores do ensino comum em interface com a educação inclusiva

Abstract

This research aimed to investigate factors related to the mobilization or retreat of regular education teachers regarding special education demands from the inclusive perspective in education. The investigation was guided by two studies, the first being quantitative (A) and the second qualitative (B), in an exploratory perspective. The sample included 87 teachers, of which 77 answered an online survey, for study A, and 10 were inquired through semi-structured interviews, for study B. The interviews obtained from study B were treated with lexicometric analysis, via software, and by content analysis. Both instruments gathered questions in accordance with the following sections: (1) Basic data about training and work; (2) Self-assessment of knowledge about inclusive education; (3) Self-evaluation of performance in contexts of school inclusion; (4) Assessment of difficulties and expectations about special education; (5) Objective assessment on topics about inclusive education; (6) Experience and knowledge about medical reports. The results of study A suggested that, in general, teachers positively evaluated their own knowledge about inclusive education. However, they demonstrate difficulty in accessing specific continuing education courses regarding inclusive education. In addition, they indicate to have different views on sources of support for the practice, in particular, regarding family and the usefulness of information coming from the health area. The results of study B suggest that teachers have acted intuitively when confronted with the lack of more specific practices. As in study A, study B participants suggest that the family is an important source of support. However, teachers are likely to retreat or mobilize in the face of the demands of inclusive education, based on a logic of individual gains and losses. The approximation between studies A and B suggest the absence of performance patterns that could protect the teacher in their relationships with colleagues, students and their families, as well as guarantee the development of more refined inclusive practices, such as periodic meetings between the team, elaboration of pedagogical projects or specific training on the subject.