This study's purpose is the social representations of graduates of the Bachelor's
Degree in Biology from the Federal Institute of Education, Science and Technology of
Pará - IFPA about their teacher training in the perspective of school inclusion of
students with disabilities. The issue was oriented with a focus on social representations
announced by teachers about their training for inclusion. The main objective of the
study was to analyze the process of construction of social representations of
graduates of degrees of IFPA about her teacher training with a view to inclusion.
The methodology followed a qualitative approach - descriptive - interpretative -
Analytical with the intention of hearing what these teachers have to say about the
inclusion of special students, as these representations are constructed and what their
reflection in the action of the individual. It is a field research and aimed to deepen our
knowledge of the subject studied. The research subjects were 10 teachers coming
graduates from the field of natural sciences who agreed to participate in this study.
The research data were collected through the questionnaire for the realization of
socio-economic survey, the interview mode semi-structured with the intention of seizing
the verbal discourse of teachers that were taken as a revealing source of social
representations; Technique and Free Word Association aimed to highlight relevant
images of possible representations of teachers. To understand the data analysis
technique in categorical content perspective Bardin was used. Analyzing the data
showed that the interviewees considering the units of meaning on certain aspects
that permeate the Inclusive Education and Teacher Training, highlight issues such
as dialectical relations between inclusion and exclusion, affection and knowledge,
theory and practice, as well as conflicting notes that indicate certain professional
anxieties. Thus the results show that teachers' representations about the object of
study are presented in different ways, revealing the need for resizing educational,
professional and structural actions and beliefs are allied to the conventions and
traditions that throughout history and educational culture has reinforced the image of
the pupil with special educational needs, disabilities associated with designing and
student who flees the model established by society. The survey also reveals social
representations that permeate the psychosocial constructs on Inclusive Education
and training, indicating that among the prioritized values and knowledge to think
and consequently act are strongly linked acceptance of differences from solitary
actions, ie, a role individual.
|
