SYMP 307 - Interventionist research used for professional teaching-learning in diverse and difficult ecologies where [dis]ability is socially [de]constructed

In broad terms, the papers focus on the exclusion-inclusion dichotomy, discussing the extent to which schools have been promoting inclusive education, as prescribed by numerous national and international policies and treaties.  More specifically, the papers debate (1) the education of the deaf in regular, mainstream schools; (2) the understanding that professionals have of a bilingual education for the deaf; (3) the relationships established among children and teachers when there is a disabled child in the classroom; and (4) teacher education within an interventionist approach for professionals working with a number of different specific educational needs. We also depart from the fact that data has continuously shown that teacher pre-service and in-service education in Brazil, especially for those professionals working with disabled children, is quite poor (Celani, 2003; Magalhães et all., 2006; Freire, 1992; Fidalgo, 2006). For this very reason, the investigations here proposed are all fully or partially realized in reflective sessions (Magalhães, 2002) that follow lesson observations and recordings, or in teacher education extramural courses. The idea is to find actions that may also be carried out by students with specific needs in the classroom so as to make sure that these students have a chance at being agents of their own learning development (Vygotsky, 1993).