A prática pedagógica dos professores do ensino fundamental

ABSTRACT
The present study linked on the research line of Educative Practice and Teachers’
Development, wants to contribute with the inclusion process. For this, it investigates which
are the pedagogical practices that teachers from the 1st grade of the Fundamental Studies
consider the most adequate to the valorization of the differences in the classroom in a city
in the state of São Paulo. During years, based on a segregationist paradigm that divides
“normal” children from the ones with disabilities, the school lost a great opportunity to
review its practices to guarantee the learning of all its students. The construction of an
inclusive school based on quality for all, becomes a big challenge. It demands recognizing
and valorizing the differences and adopting choice a pedagogical practice that makes
possible the participation, interaction, cooperation and the best learning of each student. It
also involves changes in the comprehension of the differences, conception of student, what
is teaching and learning and the teacher’s duties and knowledge in this context. The
research, made through “case study” methodology, had as subject the teachers who got in
2006 students with mental deficiency in their classrooms. The option chosen was teachers
of students with mental deficiency, since this deficiency, generally, put in check the way
how the school deals with knowledge. The information was collected through
questionnaires and group interviews, in a kind of group discussion. As a result, it has been
observed that teachers have developed many alternatives to valorize the differences in the
classroom, for example, the project methodology, group work, task with friends’ help,
welcoming attitude, and more. These alternatives keep an approach with recent discussions
of the educational view and official documents, however, in a diffuse way, not really
consolidated. The practices adopted are being constituted in experienced knowledge,
important in such a way that validate the experience and start to be a part of the joint
professional knowledge of the teachers.
Key words: School Inclusion, Pedagogical Practice, Valorization of the difference