Narrativas de professores dos anos iniciais do ensino fundamental: concepções e práticas frente à inclusão de estudantes com deficiência de uma escola municipal em Belém do Pará
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Data
2023-02
Autores
Orientador
Schwertner, Suzana Feldens
Banca
Menezes, Eliana Da Costa Pereira De
Hattge, Morgana Dômenica
Fröhlich, Raquel
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Resumo
A presente dissertação de mestrado é fruto de uma pesquisa realizada sobre a inclusão escolar de estudantes com deficiência, a partir de concepções e práticas docentes. Para tanto, esta investigação pergunta como os professores dos Anos Iniciais concebem e desenvolvem suas práticas pedagógicas com relação aos estudantes com deficiência, nas turmas regulares de Ensino Fundamental de uma escola pública, no município de Belém do Pará? Tendo em vista responder a problemática, recorreu-se a pesquisa qualitativa, descritiva e de campo por meio dos instrumentos de investigação Discussão em Grupo e produção de narrativas de quatorze professores a partir das suas experiências com estudantes com deficiência. O método adotado para análise de dados foi de Análise Textual Discursiva de Moraes e Galiazzi (2011) no qual emergiram três categorias: Concepções dos professores sobre a inclusão; Práticas pedagógicas; Percalços, desafios e possibilidades no processo de inclusão. Os resultados revelaram que a grande maioria dos docentes pesquisados concebe a inclusão como um processo possível de ser efetivado, mas conscientes dos muitos entraves que os desafiam. Contudo, não deixam de lado o acolhimento, o afeto e o respeito, embasados num trabalho coletivo, colaborativo, responsável e empático, entre todos os envolvidos. No tocante à práxis educacional, demonstraram um olhar atento às singularidades, partindo do contexto e das potencialidades dos estudantes, reconhecendo-se como agentes educacionais dispostos e fundamentais para buscar estratégias adequadas para o aprendizado dos estudantes. Ao mesmo tempo, depararam-se com dificuldades, tais como: a fragilidade da formação docente, a falta de condições de trabalho, a falta de colaboração entre escola, família, AEE e comunidade escolar, fatores que comprometem o processo de inclusão escolar. Conclui-se que este grupo de professores investigados mostrou em suas posturas pedagógicas premissas fundamentais para a inclusão como interação e compreensão das singularidades, levando em consideração não só as limitações, mas o potencial dos estudantes, organizando práticas que contemplem a necessidade de todos, tornando-os visíveis. Para tanto, as políticas públicas e o sistema de ensino enfrentam grandes desafios no que se refere à capacitação dos professores, assim como, à oferta de melhores condições aos estudantes, para que as ações educativas promovam o desenvolvimento deste público.
This master's thesis is the result of a research conducted regarding the school inclusion of students with disabilities, based on conceptions and teaching practices. To this end, this investigation asks: How do the teachers of the Early Years conceive and develop their pedagogical practices in relation to students with disabilities, in regular classes of a public elementary school, in the municipality of Belém do Pará? This problem was answered by the research instruments Group Discussion and the production of teachers' narratives based on their experiences with students with disabilities. This is a qualitative, descriptive and field research, carried out with fourteen teachers, using as instruments the Discussion Group, and the production of narratives, based on experiences with students with disabilities. Data production was interpreted by the Method of Discursive Textual Analysis of Moraes and Galiazzi (2011). From data analysis, three categories emerged: Teachers' conceptions about inclusion; Pedagogical practices; Mishaps, challenges and possibilities in the inclusion process. The results revealed that the vast majority of teachers surveyed conceive inclusion as a possibly applicable process, but they are aware of the many obstacles to face. However, they do not leave aside the acceptance, affection and respect, based on a collective, collaborative, responsible and empathic work, among all involved. Regarding educational praxis, they demonstrated a careful look at singularities, starting from the students’ context and potentialities, recognizing themselves as willing and fundamental educational agents to seek strategies that favor students' learning. At the same time, they encountered difficulties, such as: the fragility of teacher education, the lack of working conditions, the lack of collaboration between school, family, SEA (Special Educational Assistance) and the school community, factors that compromise the school inclusion process. It is concluded that this group of teachers investigated showed in two pedagogical postures, fundamental premises for inclusion, interaction and understanding of singularities, taking into account not only the limitations, but the ability of students, organizing practices that contemplate the need of all, making them visible. To this end, public policies and the education system face great challenges with regard to the training of teachers, as well as the offer of better conditions to students, so that educational actions promote the development of this public.
This master's thesis is the result of a research conducted regarding the school inclusion of students with disabilities, based on conceptions and teaching practices. To this end, this investigation asks: How do the teachers of the Early Years conceive and develop their pedagogical practices in relation to students with disabilities, in regular classes of a public elementary school, in the municipality of Belém do Pará? This problem was answered by the research instruments Group Discussion and the production of teachers' narratives based on their experiences with students with disabilities. This is a qualitative, descriptive and field research, carried out with fourteen teachers, using as instruments the Discussion Group, and the production of narratives, based on experiences with students with disabilities. Data production was interpreted by the Method of Discursive Textual Analysis of Moraes and Galiazzi (2011). From data analysis, three categories emerged: Teachers' conceptions about inclusion; Pedagogical practices; Mishaps, challenges and possibilities in the inclusion process. The results revealed that the vast majority of teachers surveyed conceive inclusion as a possibly applicable process, but they are aware of the many obstacles to face. However, they do not leave aside the acceptance, affection and respect, based on a collective, collaborative, responsible and empathic work, among all involved. Regarding educational praxis, they demonstrated a careful look at singularities, starting from the students’ context and potentialities, recognizing themselves as willing and fundamental educational agents to seek strategies that favor students' learning. At the same time, they encountered difficulties, such as: the fragility of teacher education, the lack of working conditions, the lack of collaboration between school, family, SEA (Special Educational Assistance) and the school community, factors that compromise the school inclusion process. It is concluded that this group of teachers investigated showed in two pedagogical postures, fundamental premises for inclusion, interaction and understanding of singularities, taking into account not only the limitations, but the ability of students, organizing practices that contemplate the need of all, making them visible. To this end, public policies and the education system face great challenges with regard to the training of teachers, as well as the offer of better conditions to students, so that educational actions promote the development of this public.
Descrição
Palavras-chave
Inclusão escolar; Estudantes com deficiência; Professores; Anos Iniciais; School inclusion; Students with disabilities; Teachers; Early years
Citação
CARMO, Maria Cristina Santos Do. Narrativas de professores dos anos iniciais do ensino fundamental: concepções e práticas frente à inclusão de estudantes com deficiência de uma escola municipal em Belém do Pará. 2023. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 24 fev. 2023. Disponível em: http://hdl.handle.net/10737/3538.