Beliefs and pedagogical practices of teacher support: a study in a city in Minas Gerais

• Autor(a) principal: Resende Silva, Denise
• Data de Publicação: 2023
• Outros Autores: Carvalho-Freitas, Maria Nivalda
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Estudos Aplicados em Educação
• Texto Completo: http://seer.uscs.edu.br/index.php/revista_estudos_aplicados/article/view/9040
• topic: professora de apoio; crença; inclusão escolar

This research aims to understand possible relationships between the support teachers' beliefs about disability and the pedagogical practices adopted by them. Their role in building a truly inclusive education was discussed, permeating the influence of their beliefs and conceptions about disability, disability models and the universal design of learning (DUA). The research had two stages. The first, quantitative, organized the 58 support teachers into 3 clusters according to their beliefs about disability. In the second, qualitative, the content of 32 notebooks recording the teachers' work was analyzed, and led to 4 groups, categorized according to the repetition of pedagogical practices. Relating beliefs and pedagogical practices, it could be proven that the support teachers' conception of disability/belief influences the way of organizing the inclusive educational process, favoring it or making it almost impossible.