Formação de professores e educação inclusiva: representações sociais em construção

Abstract

This work talks about the social representation of the professional of education in their graduation process in the course of Pedagogy in relation to Inclusion on Education. We observed some works and speeches which highlight the relevance to prepare teachers for the practice of inclusion and that also highlight the changes in the law as the instrument of feasibility. In some of those we identify that there is a speech which gives the teacher the responsibility for learning and for realizing the inclusion, while others give less importance to the matter of education and they consider the teacher of “good will” the most capable for this process. We recognize that as form of law the Inclusion in Education and the Education of Teachers have stand out in the media and are intertwined with the studies, but the proposal of this work is to investigate how this movement is being structured inside of the academic environment. There comes the question about what are the social representations about the inclusion for the graduating student in the course of Pedagogy? How they perceive themselves facing the challenge to promote daily the Inclusion in Education. Which values and practices this graduating student is privileging in its daily school time or which the student believes being the most viable practice in face of the Inclusion Educational model that is being propagated? We believe that there is a necessity of a critical revision on the role of the educator in the course of Pedagogy from the comprehension of the social representations over the Inclusion on Education. Therefore the objective of this study is to understand the social representations about the inclusion for graduating students in the course of Pedagogy, analyzing the values and concepts that constituting the context of these future educators. There will be an investigation of the students graduating in the course of bachelor in Pedagogy at the University of Grande Rio, in the district of Baixada Fluminense, in the state of Rio de Janeiro (Brazil), discussing the contribution of the disciplines attended in the course with the view to the future profession. For this will be carried out studies in the theory of social representations (MOSCOVICI, 1961, 2003, JODELET, 2001, 2005; SÁ, 1996, 1998, 2005), articulating with the matters of language, power and discriminations, and of the conceptions of the social-historical education. The methodology was outlined with the Novikoff dimensions (2010), conduction a semi-structured questionnaire and a test of free association of words. The analysis of the data which emerged from these research tools show, in highlight, the affectivity. The social-relational values were emphasized as the ones giving the base to the choice of knowledge by the graduating students to think the practice of the Inclusion on Education. Therefore, considering that the graduating students which participated of the research are professionals of education in initial process of formation, the most concerning matter is the depreciation of the academic-scientific knowledge and the interpersonal articulations proposals. Furthermore, this research emphasizes the necessity to be cautious to think over the formation of educators for the Inclusion on Education by the analysis of affirmations presented by Pedagogy graduating students.