Social representations of teachers on inclusion and pedagogical political project: school in movement

Author(s)

Mariana Paula Pereira Scavoni

• Document type: Master's Dissertation
• Press: Marília. 2016-03-15.
• Institution: Universidade Estadual Paulista (Unesp). Faculdade de Filosofia e Ciências. Marília
• Defense date: 2016-02-18
• Advisor: Anna Augusta Sampaio de Oliveira

Abstract

The purpose of inclusive education, as recommended by statements and legislation from the 1990s, generates direct impact on the configuration of schools, especially in teacher education and management. However, for the school it to become inclusive, it depends on its community: how the schools incorporate and modify their social representations, because we believe that the subject interferes on the building of this principle as well as the legal principle. Considering the potential of these elements of the school culture, our objective was to investigate the social representations of inclusion, teacher education and teachers management in a public school from the first cycle of elementary school as well as their relationship with the Pedagogical Political Project. To collect data with teachers, conduct focus groups; to dialogue with these data, the Pedagogical Political Project. In data analysis, we defined two major contexts: political, involving concept, guidelines and organization of the school and teaching, covering the person and teacher's work, the classroom context, the schoolchildren and his family. Social representations proved to be non-linear, being predominantly directed to the impossibilities to building an inclusive school, while the Pedagogical Political Project there was a greater emphasis on progress and work aimed achievements regarding school inclusion. Both representations more and less favorable associate school inclusion to the target audience of special education. From the Theory of Social Representations, we seek to understand the relationships between concepts and experiences, both the focus groups and in the Pedagogical Political Project, highlighting the central and peripheral core of representations. Thus, we see the establishment of an almost direct relationship between the political context and situation of school inclusion, for having little space for the educational context in changing this reality. It is precisely in the less frequent representations that can act to change of the present school, because they are flexible, valuable for building an inclusive school, involving the reinterpretation of previous concepts to the theme of inclusion: the function and school effectiveness and education for all schoolchildren. (AU)

• FAPESP's process: 14/00428-3 - The relationship between social representations of teachers, the political-pedagogical project and inclusive educational policies
• Grantee: Mariana Paula Pereira Scavoni
• Support Opportunities: Scholarships in Brazil - Master