Inclusão de estudantes com deficiência: representações sociais construídas por professores(as) de cursos técnicos subsequentes

Abstract

The theme of inclusion of persons with disabilities has been discussed in different segments of society. In this research, we analyzed the social representations of inclusion of students with disabilities developed by Subsequent Technical Courses' teachers of the Instituto Federal de Educação, Ciência e Tecnologia de Pernambuco (IFPE) – Campus Olinda. The theoretical references about the education of persons with disabilities and the Professional and Technological Education (PTE) in Brazil were constituted by authors such as: Mazzotta (2011), Mantoan (2003, 2006), Sassaki (2006), Saviani (2007), Ciavatta e Ramos (2011) e Ramos (2008, 2014). The referential is the Social Representations Theory (SRT), proposed by Serge Moscovici. The research is qualitative and was developed in two stages with the participation of five teachers. In the first stage, we used the Free Association of Words Technique (FAWT) as a collection procedure, and the Word Cloud for the analysis. In the second one, we used the semi-structured interview and the Categorical Thematic Content Analysis Technique for the analysis. The collection process was carried out through virtual environments due to the Covid-19 pandemic, a disease caused by the new Coronavirus. Our results showed that the social representations of the students with disabilities inclusion developed by the teachers involved (i) valorization of differences, access and permanence of the student with disabilities in school; (ii) several barriers to its materialization; and inclusive teaching practices, which involve individual pedagogical tutoring, respect for the students learning pace, reflection, and flexible planning. The social representations of this group show that they are close to the inclusive educational paradigm and its principles, which guide teaching practices in the classroom. However, they also showed distancing from the precepts of inclusion by revealing the social performance of students with disabilities in the EPT from a technicist perspective. In order to meet the requirements of the professional master's degree, we developed as an Educational Product the online mini-course "Inclusion of students with disabilities in Professional and Technological Education" for teachers from the Subsequent Technical Courses of IFPE, whose objective was to enable theoretical and practical reflections about the inclusion of students with disabilities in PTE that contribute to re-signifying inclusive teaching practices. The application of the minicourse, which was attended by five IFPE teachers, revealed elements in relation to the inclusion of students with disabilities that are close to the representational contents learned in the research. The evaluation of the minicourse application by the trainees indicated that the teacher training contributed towards the (re)construction of teaching practices in PTE for an inclusive education. This work contributes to the construction of knowledge on the subject and developing an Educational Product that helps to the training and teaching practice for the inclusion of students with disabilities in everyday school life. In addition, it may contribute to the construction of inclusive educational public policies for Professional and Technological Education