Convivendo com a diversidade: - Programa de Pós-Graduação em ...

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ABSTRACT
Sampaio, C. T. (2005) Living together with the diverseness: the inclusion of
intellectual disabily child according to teacher of a regular public junior school.
Master's degree dissertation-Psychology – UFBA, 151 pp. Salvador, Ba.
The inclusive education is relying on the international ambit as well in the brazilian
legislation as a way to assure a education of high quality for every one. To its
effective implantation it is necessary an extensive scholar reorganization, mainly the
teacher training. Taking into consideration that Psychology can and should contribute
as a support instrument to inclusive education, this paper searched describe the
teacher experiences related to inclusion of children with intellectual disability,
assuming that the beliefs and sentiments of school actors must be more respected
since they are a safe way to identify the facilitative and/or troublesome factors to the
adoption of a pedagogical practice based on inclusive principles. The theoretical
foundation is based on the contributions of the historical – cultural theory (Vygotsky,
1997, 1998) and the links of the psychoanalysis with the education (Freud, 1914,
1933; Kupfer, 1997, 2005, among others). It was take as investigation strategy the
case study of ethnographical character. The data collection was accomplished
through observation and interviews with eight teachers of a regular public junior
school which has pupils with intellectual disability during 2004 year. It was applied
the analysis technique of subject matter, in a process of continuous dialogue with the
data, till arrive to five concepts. The results show an ambivalent comprehension face
to inclusion: sometimes the participants point out the benefits, recognize its
educational and social pertinence, talk about pedagogical strategies which valorize
the singularity of the pupils; sometimes show doubts and resistances, clearly
denoting its discomfort in front of intellectual disability mainly face of a damage
more grave. In this case is necessary a bigger institutional support and a specific
formation. This analysis shows the confirmation our premise that the pedagogical