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ABS194 - Inclusion as the object of an intervention: teachers facing school realities

2.3 The social construction of [dis]ability and difference/homogeneity
9:50 AM, Friday 1 Sep 2017 (20 minutes)
The inclusion of special need students in regular schools is a mainstream initiative in Brazil since 2008. This article presents a formative intervention performed with a group of teachers that, for the first time, was working with intellectually handicapped students on final grades of basic education. Such intervention aimed to give support for developing strategies and tools that would promote a collective teacher’s learning process, which would result in the generation of better conditions to promote special need students’ learning. The investigation was characterized as an interventionist research based on the principles of formative intervention, which is driven by contradictions and designed collectively in collaboration, and a pedagogical intervention. The analysis, which aimed to seize the dynamicity of the object of the intervention, was oriented by the following question: how was the inclusion of special needs students perceived by the teachers throughout the intervention? The results pointed that the most relevant category of analysis was the discursive manifestation of contradictions. Moreover, the categories regarding inclusion as learning and inclusion as a fallacy were also meaningful. Finally, the intervention did not result in transformations, but it certainly brought out the contradictions of the system, although there was not time to overcome them.
Universidade Federal do Rio Grande do Norte - UFRN
Profícere - Instituto de Desenvolvimento do Saber
University of Helsinki
Universidade Federal de Pelotas