This study investigated the social representations (RS) about inclusion and differences of teachers who work in child education, with children from 4 to 5 years old, at two schools of a town close to the Metropolitan region of Campinas/SP. It had as its goal to identify the RS about inclusion and differences that the teachers showed to possess and problematize them together with the participants through focus groups and interviews, so to notice how the proposed reflections by the researcher could contribute to the redetermination of the representations on the subject addressed. Through the narrations of the teachers, comprehended from the approach of content analysis and from a cartographic proposal, it was noted that there is a direct relationship between the social representations about inclusion and differences and the RS about children, childhood, normality/abnormality (at school and out of it). Having as the central analytic focus the references of the philosophy of difference, it is conceived that, in the speech of the participants, childhood appears taken by a prescriptive tendency, determined by adults. Thus, the narrations indicate a singular and universal childhood representation, based on development stages. In this logic, the participants indicate if any routing to specialists in the field of health is necessary, when the children don"t achieve the expected and previously defined goals by the school. In the search of diagnostic evaluations that would determine what, how and when to learn, childhood is pathological, as a rule. The medical reports gain importance and the nominations and classifications seem to be determinant for the work with the considered different children. So, from the speeches of the teachers, it can be inferred that, at school, the inclusion is thought through and brought to light as from an interlined social representation in a correction framing and intended for a group of subjects: "the disabled". This teacher RS impacts directly on the formation of the children, which reinforces the unequal relations of power in society, originating and feeding prejudices and injustices of other orders (about gender, ethnicity and class, for example, which are not depicted as "inclusion" elements by the schools). Ultimately, the RS seem to have sustained the way they were before the intervention done by the researcher, even though the teachers said that the discussions helped to think about the topics on the agenda.
RESUMO:A partir de duas pesquisas em escolas públicas de educação infantil, destacam-se as representações sociais de educadoras em torno das diferenças na relação com as infâncias. Assume-se uma perspectiva teórico-metodológica cartográfica que dialoga com os pressupostos da Teoria das representações sociais. Destacam-se alguns desafios para o fortalecimento de um Estado democrático de direito, desde a infância, uma vez que o principal resultado dos estudos evidencia representações sociais sobre algumas diferenças como "assumidas" pelas docentes para um posicionamento político-pedagógico, enquanto outras não compõem esse mesmo estatuto de prioridades ou no âmbito da função social da escola. Faz-se fundamental a defesa de que as diferenças (em seus vários aspectos) devam ser visibilizadas e debatidas, na direção de uma Educação em Direitos Humanos, com vistas a uma justiça social expandida e a uma plenitude das infâncias. Assim, a pedagogia decolonial torna-se central para o processo de criação de contra hegemonias. PALAVRAS-CHAVE:Infância. Representações sociais. Filosofia da diferença. Educação em Direitos Humanos. Decolonialidade.[...] as crianças são também, um «outro», estrangeiro no mundo dos adultos e assim, vistos como sujeitos inacabados da condição humana, cuja imagem sem reflexo cria a ilusão de uma sociedade sem espelho. (GUSMÃO, 2000, p. 42-43).
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