The Meaning(s) Attributed to School Inclusiveness by Schoolteachers

• Autor(a) principal: Carlino, Eliana Prado
• Data de Publicação: 2011
• Outros Autores: Reyes, Cláudia Raimundo
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Comunicações
• Texto Completo: https://www.metodista.br/revistas/revistas-unimep/index.php/comunicacoes/article/view/113
• topic: INCLUSÃO ESCOLAR; SIGNIFICAÇÃO; LINGUAGEM.; SCHOOL INCLUSIVENESS; MEANING; LANGUAGE.

This article investigates how elementary schoolteachers signify the concept of school inclusiveness. it seeks to explore how schoolteachers – literate adults – explain, construct, and signify the knowledge disseminated in the inter-communicational spaces they operate in, which fosters collective construction of meanings. The study on which it was based relied on the theoretical framework advanced by Vygostky and Bakhtin, in particular the way these authors conceive the social and dialogical nature of language. since the purpose of this study was to reveal social marks of enunciations as they occurred, i.e., in process, it opted for a microgenetic analytical approach. The concept of school inclusiveness was chosen as the research focus because of its relevance for today’s educa­tional contexts. indeed, discussing this theme has been highly demanded of teachers and teacher educators. in the enunciative-discursive perspective adopted herein, words, as they are voiced, hold in themselves an intense play of social forces, indicating that schoolteach­ers’ conceptions about school inclusiveness are necessarily marked and permeated by their own social practices and appropriations of historical-social knowledge. The construction of meaning is, hence, of a collective character, neither strictly individual nor cognitive.