Professores em transição: produção de significados em atuação inicial na inclusão escolar

Abstract

RESUMO Analisamos a produção de significados em posicionamentos docentes em relação a práticas virtuosas em contexto inclusivo, realizando-se estudo de caso de professora em experiência inicial na inclusão, com quatro sessões de entrevistas semiestruturadas, submetidas à análise dialógica temática. Foi elaborado Mapa Semântico composto a partir da posição Ser Professora, pelos temas que interagem dialogicamente em múltiplos planos: Formação do Professor, Práticas Pedagógicas Anteriores e Atuais, Papel do Professor e Expectativas. Resultados indicam que a participante organiza seu discurso a partir da ambivalência entre o que é enunciado pela política pública e as condições de formação e trabalho docente. Conclui-se que as posições orientadas ao fazer virtuoso vinculam-se aos diferentes níveis de reflexividade sobre a ação docente com os alunos em inclusão.

Estudos Recentes sobre Inclusão Laboral da Pessoa com Deficiência Intelectual

“…In view of the bibliographical survey that we carried out, it is well-known that the construction of meanings by the people with ID on the labor market is still little explored by the researchers, representing, in our opinion, an important gap to be filled. We understand that it is extremely important to investigate the construction of meanings as a form of human action, about the work environment context, because it is a space of cultural relations that build conditions for human development and are directly influenced by these conditions (Mieto et al 2016).…”

“…Based on the bibliographical survey carried out, in accordance with the national public policy documents and international guidelines, we suggest that future studies deepen the discussions presented here and consider, as participants in their research, the person with ID, no longer in a passive positioning, to be observed. It is urgent that we can bet, in the field of research on people with intellectual disabilities, in methods that respect a perspective of accountability on the part of these people (Mieto et al, 2016;Souza, 2019), with the purpose of trying to eliminate the barriers and significantly increase their inclusion in the labor market, not only to increase their quantitative but, most importantly, their qualitative representativeness.…”

“…According to the author, the social dimension is what promotes and defines the individual in the set of social relations and activities that configure these relations, being the work relevant due to the possibility of enabling this subject to transform both nature and him/herself. Current studies indicate that contexts of interaction that are essentially favorable to the inclusion of people with intellectual disabilities are those in which they are considered agents of their own actions, with reflexivity (Mieto, Barbato, & Rosa, 2016).…”

Saudi EFL Teachers’ Identity Formation in Saudi Schools: A case Study

“…This implies that teachers' identities are central to their effectiveness as teachers, their decision-making concerning their teaching profession and how they approach their teaching practices (Anwaruddin, 2016;Arends, 2014;Pennington & Richards, 2016). Thus, understanding teachers' identities would provide insights into how teachers form the images that they use to reflect on their teaching practices in the classroom (Mieto, Barbato & Rosa, 2016).…”

Produção da identidade docente e profissional na educação de jovens e adultos

“…Para compreendermos as dinâmicas de produção da identidade docente em períodos de transição, nos reportamos a uma abordagem dialógica, que compreendem a mente humana como um sistema aberto na produção de significados. (Volochinov, 2004;Mieto, Barbato & Rosa, 2016;Abbey & Valsiner, 2005;Beraldo, Ligorio & Barbato, aceito, Bruner, 1997).…”