Formação inclusiva: uma análise das significações construídas por professores acerca de um processo de formação

Abstract

The objective of this research study is to understand and analyze the meanings of an inclusive education training process and the pedagogical practices developed by teachers. It is understood that in inclusive education students must have their differences respected and their potential recognized. The training studied in this research is named as inclusive as it also intends to respect the differences of teachers and foremost recognize and redeem their possibilities. Considering the proposed objective, we opted for the theoretical and methodological framework used by Socio-Historical Psychology. As sources of information, open interviews were conducted with two teachers, who participated actively in training. Letters written by all the participants and a narrative of the training process conducted by the trainer were used to complement and enrich the analysis. The sources offered important elements to perform the analysis and interpretation. For the analysis procedure we used the Nucleus of Meaning, which enabled an approximation of the construction of meanings and the meanings attributed by subjects allowing the analysis to go beyond the obvious. The final considerations of this study indicate some important points that can contribute to the planning of the training of teachers who want to work in education, making them more inclusive and respectful of the diversity present in schools