O professor inclusivo (não) existe
Data
2023-04-14
Autores
Lima, Candice Marques de 
Orientadores
Revah, Daniel
Tipo
Tese de doutorado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
A educação inclusiva imprimiu uma nova figura na educação contemporânea: o professor inclusivo. Um professor preparado, permanentemente em formação continuada e sempre disposto a incluir. Nesse sentido, para que a inclusão aconteça, tal figura deve existir. Sua existência estaria pautada em competências e características que o definem e que orientam seu trabalho. Foi na busca de definir melhor a figura desse profissional que se deparou nesta pesquisa com questões que trouxeram interrogações à sua existência: o professor inclusivo existe? Se existe, do que se trata? Como ele é possível? Quais são as condições para a existência do professor inclusivo? Tais questões ensejaram o objetivo primordial: analisar como as contingências e a experiência organizam o espaço de surgimento do professor inclusivo. Para isso, foi realizada pesquisa bibliográfica, composta de autores da educação e da psicanálise, principalmente. Percorreu-se ademais as leis brasileiras desde a Constituição Federal, a Lei de Diretrizes e Bases da Educação e documentos legais que tratam sobre a inclusão, como a Declaração de Salamanca e o Decreto de 2008, que discorre a respeito da educação especial na perspectiva da educação inclusiva. Com isso, buscou-se identificar questões como igualdade, diferença e equidade, que permeiam as proposições sobre a educação inclusiva. Pesquisou-se também sobre o conceito de vulnerabilidade em autores do campo da sociologia e da economia, além da juridicização e da medicalização da educação. Questões sobre o normal e o patológico também foram contempladas. A psicanálise nesta tese é a teoria e o discurso que organizam as ideias e que sustentam as perguntas a respeito da existência do professor inclusivo. Com isso, trabalhou-se com um referencial formado desde Freud e Lacan até autores que tematizam a psicanálise no campo da educação. Foi realizada também pesquisa de campo em que foram entrevistados nove professores de escolas públicas nas cidades de Goiânia, Aparecida de Goiânia e Inhumas, todas no Estado de Goiás. Nas entrevistas em forma de narrativas foi perguntado aos docentes sobre suas experiências com a inclusão e, por meio de suas falas, bem como da pesquisa bibliográfica, esta tese foi produzida. As narrativas desses professores trataram de suas experiências em sala de aula, sua formação docente, as contingências no encontro com seus alunos e sua relação transferencial, seus atos inclusivos e sua disposição para incluir. Delas foram utilizados trechos que juntamente com as contribuições dos autores pesquisados compuseram esta pesquisa.
Inclusive education has imprinted a new figure in contemporary education: the inclusive teacher. A prepared teacher, permanently in continuous training and always willing to include people. In this sense, for inclusion to happen, such a figure must exist. Its existence would be based on skills and characteristics that define it and guide its work. It was trying to better define the figure of this professional that this research came across questions related to its existence: does the inclusive teacher exist? If there is, what is it about? How is it possible? What are the conditions for the existence of an inclusive teacher? Such questions gave rise to the primary objective of this research: to analyze how contingencies and experience organize the space for the emergence of the inclusive teacher. For this, a bibliographical research was carried out, composed of authors in the field of education and psychoanalysis, mainly. In addition, we went through Brazilian laws since the Federal Constitution, the Education Guidelines and Bases Law (Lei de Diretrizes e Bases da Educação) and legal documents that deal with inclusion, such as The Salamanca Statement and the Decree of 2008, which discusses special education from the perspective of inclusive education. Therewith, we sought to identify issues such as equality, difference and equity, which permeate the propositions about inclusive education. The concept of vulnerability was researched in authors of the field of sociology and economics, as well as the legalization and medicalization of education. Questions about the normal and the pathological were also contemplated. The psychoanalysis in this thesis is the theory and the discourse that organize ideas and supports the question about the existence of the inclusive teacher. That way, it was used a theoretical basis composed by Freud, Lacan and authors who thematize psychoanalysis in the field of education. It was also held a field research in which nine public school teachers were interviewed in the cities of Goiânia, Aparecida de Goiânia and Inhumas, all in Goiás state. In the narrative-form interviews, teachers were asked about their experiences with inclusion and, through their speeches, and through bibliographical research as well, this thesis was produced. The narratives of these teachers dealt with their experiences in the classroom, their teaching training, the contingencies in meeting their students and their transference relationship, their inclusive acts and their willingness to include. From the mentioned interviews were used excerpts that together with the contributions of the surveyed authors composed this research.
Inclusive education has imprinted a new figure in contemporary education: the inclusive teacher. A prepared teacher, permanently in continuous training and always willing to include people. In this sense, for inclusion to happen, such a figure must exist. Its existence would be based on skills and characteristics that define it and guide its work. It was trying to better define the figure of this professional that this research came across questions related to its existence: does the inclusive teacher exist? If there is, what is it about? How is it possible? What are the conditions for the existence of an inclusive teacher? Such questions gave rise to the primary objective of this research: to analyze how contingencies and experience organize the space for the emergence of the inclusive teacher. For this, a bibliographical research was carried out, composed of authors in the field of education and psychoanalysis, mainly. In addition, we went through Brazilian laws since the Federal Constitution, the Education Guidelines and Bases Law (Lei de Diretrizes e Bases da Educação) and legal documents that deal with inclusion, such as The Salamanca Statement and the Decree of 2008, which discusses special education from the perspective of inclusive education. Therewith, we sought to identify issues such as equality, difference and equity, which permeate the propositions about inclusive education. The concept of vulnerability was researched in authors of the field of sociology and economics, as well as the legalization and medicalization of education. Questions about the normal and the pathological were also contemplated. The psychoanalysis in this thesis is the theory and the discourse that organize ideas and supports the question about the existence of the inclusive teacher. That way, it was used a theoretical basis composed by Freud, Lacan and authors who thematize psychoanalysis in the field of education. It was also held a field research in which nine public school teachers were interviewed in the cities of Goiânia, Aparecida de Goiânia and Inhumas, all in Goiás state. In the narrative-form interviews, teachers were asked about their experiences with inclusion and, through their speeches, and through bibliographical research as well, this thesis was produced. The narratives of these teachers dealt with their experiences in the classroom, their teaching training, the contingencies in meeting their students and their transference relationship, their inclusive acts and their willingness to include. From the mentioned interviews were used excerpts that together with the contributions of the surveyed authors composed this research.