Metas Idealizadoras E a Escolarização De Alunos Com Deficiência Intelectual: Com a Palavra, O Professor De Ensino Médio

Abstract

The discussion of the integration of Special Education to general education is on the agenda of the schools, the government, the families and society, with a high level of adhesion. However, it is considered the relevance of the feelings that pass through the teachers´ schooling practices in regard to students with intellectual disability (ID) in inclusion. These reflections based this study, which main objective was to analyze the feelings reported in the practice of teachers of youths with ID in regular high schools in Brasilia public system. It was investigated a way to share these feelings with the other teachers of the schools. The study had as theoretical basis the Psychanalysis, searching to thing the pedagogue of inclusive orientation in relation to the psychic determinants that escape the control of the teacher in the context of regular schooling of the student with ID, a challenge for the teachers used to working with the ideal student, adopting a single teaching-learning model oblivious to human diversity and the singularities of these students. It was used the qualitative methodology, due to the appreciation of meaning and interpretations, with the aim to generate knowledge applied to a specific school context. Nine high school teachers participated in semi-structures interviews, which were analyzed by means an adaptation of the content analysis proposed by Bardin (2002). The testimonials of the teachers revealed feelings of fear and impotence, stating that their previous knowledge did not facilitated cognitive advancement of the students with ID. They recognized limits to achieve that which was idealized in the teaching/learning. In spite of their pedagogical good intention, the disability represented a challenge to be avoided. The teachers questioned their own knowledge to act as mediators. The proximity of youth with ID did not constitute an element provocative of new responses, because the reported responses were of fear and impotence. And they generated among the participant teachers and their colleagues a share experience with the students with ID grounded on complain, regret, harming prospective possibilities in these students schooling. As result, the lower expectations about them were reassured.