Análise de atitudes de professoras do ensino fundamental no que se refere à educação inclusiva

Abstract

Este artigo, que tem como referência a teoria crítica, relata o resultado de uma pesquisa sobre atitudes em relação à educação inclusiva, realizada com doze professoras do 5º ano do ensino fundamental; dentre elas, seis tinham experiência de ter em sala de aula alunos com deficiência, e seis não tinham. A análise qualitativa dos dados decorrentes do levantamento realizado em seis escolas da rede municipal de Campo Grande (MS) demonstrou que, de modo geral, as professoras foram favoráveis à educação inclusiva. Contudo, ficou evidente a expressão de atitudes preconceituosas veladas ou explícitas no âmbito escolar. A formação para experiência com quem é "diferente" ainda encontra barreiras por conta do preconceito e da discriminação presentes nesta sociedade que tem como lógica uma "inclusão marginal". Em suas manifestações, apontaram dificuldades de trabalhar com alunos com deficiência intelectual severa; assinalaram que a responsabilidade de trabalhar sob a predominância da educação centrada no desempenho, com foco na inserção das pessoas no mercado de trabalho, gerava um "sentimento de impotência". Diante das contradições existentes, a educação inclusiva não deixa de evidenciar a presença das injustiças que ainda se apresentam no processo educativo. Apesar disso, foram indicados vários elementos favoráveis a essa forma de educação, que não é dissociada de movimentos sociais mais amplos.

As Emoções do Professor Frente ao Processo de Inclusão Escolar: uma Revisão Sistemática

“…All selected studies were within the scope of school inclusion, addressing themes that included teacher education (Tavares et al, 2016;Toledo & Vitaliano, 2012); identification of factors necessary for inclusion and its implementation (Dias et al, 2015;Briant & Oliver, 2012); conceptions and social representations of teachers (Monteiro & Manzini, 2008;Musis & Carvalho, 2010;Silveira et al, 2012); discourses (Oliveira-Menegotto et al, 2010) and teacher attitudes (Crochík et al, 2011); and the relations of subjectivation of teachers in the process of school inclusion (Gomes & Souza, 2012).…”

“…These aspects included studies aimed at teacher education for inclusion (Tavares et al, 2016;Toledo & Vitaliano, 2012) and the positioning of teachers from the advantages and disadvantages perceived in the inclusive process (Crochík et al, 2011). Discourses (Oliveira-Menegotto et al, 2010) and conceptions of teachers towards school inclusion (Musis & Carvalho, 2010;Silveira et al, 2012) were analyzed, observing if these conceptions were modified after the work with inclusion in the classroom (Monteiro & Manzini, 2008).…”

“…All the empirical papers used the qualitative method, using different techniques of data collection in combination. The most used technique was the semi-structured interview, recorded and transcribed (Briant & Oliver, 2012;Crochík et al, 2011;Dias et al, 2015;Monteiro & Manzini, 2008;Oliveira-Menegotto et al, 2010;Tavares et al, 2016). Techniques such as: unstructured interview (Monteiro & Manzini, 2008); descriptive study (Briant & Oliver, 2012); collaborative research (Toledo & Vitaliano, 2012); field journal (Gomes & Souza, 2012); and content notebook (Monteiro & Manzini, 2008) were used.…”

“…The teacher's preparation for inclusion, in general, refers to academic education; in this sense, it is suggested that the difficulties in relation to inclusive work could be minimized through educational courses, training courses and continuing education (Briant & Oliver, 2012;Dias, Rosa, & Andrade, 2015;Gomes & Souza, 2012;Silveira, Enumo, & Rosa, 2012;Tavares et al, 2016). Also pointed out as a facilitating strategy for school inclusion, is the constitution of groups and work teams, through which teachers and school administrators could act collaboratively, offering support and mutual assistance in the course of the inclusion process (Briant & Oliver, 2012;Crochík, Pedrossian, Anache, Meneses, & Lima, 2011;Dias et al, 2015;Oliveira-Menegotto et al, 2010;Toledo & Vitaliano, 2012). Thus, the emphasis on the methodological and practical aspects of inclusion is observed.…”

“…Less emphasis is placed on the consideration of the teacher's personal characteristics, his/her experiences, beliefs, opinions, or dispositions regarding the inclusion and the psychological resources that he/she has in order to carry out his/her work (Crochík et al, 2011;Dias et al, 2015;Oliveira-Menegotto et al, 2010;Silveira et al, 2012). These aspects could be developed through the creation of spaces for listening and support in the school, which would allow teachers to reflect on practices and experiences and to exchange experiences about inclusion (Briant & Oliver, 2012;Gomes & Souza, 2012;Silveira et al, 2012).…”