docência e inclusão: reflexões sobre a experiência de ser ... - UFSM

ABSTRACT
Master’s Degree Dissertation
Programa de Pós-Graduação em Educação
Universidade Federal de Santa Maria, RS, Brasil
EDUCATIONAL PRACTICE AND INCLUSION: WONDERING ABOUT
THE EXPERIENCE OF BEING PROFESSOR WITHIN THE CONTEXT
OF INCLUSIVE SCHOOL
Author: Viviane Preichardt Duek
Adviser: Professora Drª. Maria Inês Naujorks
Date and place of defense: Santa Maria, April 27 th , 2006
The present study is inserted in the research line of special education,
circumscribed to the Program of Post-Graduation in Education of the Federal
University of Santa Maria, Brazil. This qualitative research had as main objective
to understand the experience of being professor within the context of the
inclusive school, investigating the way professors of regular classes perceive the
reality of working with students with special educational needs (SSEN). Data
was collected using interviews and observations with six teachers of basic
education of a public state school at Santa Maria, RS, who work with SSEN. The
analysis were based on the Person Centered Approach (PCA), including its
relevant factors, such as the concept of self, central element of the theory of
personality of Carl Rogers, who, along with authors of the educational area,
make the epistemological space of this study. The experience of the teachers is
permeated by ambiguous feelings, witch receive new meanings as they visualize
the results of their work on inclusion of SSEN. These teachers demonstrated to
conceive the inclusion as a tough reality, which they do not know, exactly, how
to deal with. We analyzed the linking of this fact with the concept of self, since it
is a basic element of the behavior and the way they perceive the world around.
The reached conclusions led to conceived that to be professor in the scene of
the inclusive school demands an open minded profile, in order to accept and to
receive the other in its difference, making possible learning opportunities to the
student, as well as to the professor. This coexisting became a source of practical
renewal and chance of personal growth, throughout a self-knowledge process for
teachers. With this inquiry we perceive that, for the teachers of the study, the