A dimensão subjetiva da educação na perspectiva inclusiva: significações de professores diante dos processos de inclusão escolar

• Autor(a) principal: Santos, Marcos Eduardo dos
• Data de Publicação: 2022
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/26495
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL; Inclusão escolar; Dimensão subjetiva; Psicologia sócio-histórica; School inclusion; Subjective dimension; Socio-historical Psychology

This study aimed to investigate the subjective dimension of education from an inclusive perspective, from the analysis of the meanings of teachers in the initial years of regular education, their conceptions about inclusive processes, their challenges facing the educational needs of their students and the effects produced in the school routine. We understand that, if only teachers should know about the prescriptions and regulations in the current Legislation of the National Policy on Special Education, from the perspective of the Inclusive School, this process will not guarantee its effectiveness or even the quality of the education offered. The research guided by the theoretical-methodological framework of socio-historical psychology and the theoretical category subjective dimension of reality (BOCK; GONÇALVES, 2009), tried to understand school inclusion and the inclusive processes experienced by teachers in front of their students as a complex phenomenon, that is developed in social and historical relationships and it’s not covered only by elements of objective reality, but is also constituted by aspects of a subjective nature that are constituted with and in that reality. Consequently, through the studies constituted by teachers about their paths and challenges facing these processes, the study sought to apprehend elements of subjectivity with a clear objective, these elements began to compose the subjective dimension of the phenomenon of education from an inclusive perspective. Therefore, we seek to systematize the elements that address the needs indicated by the teachers and learn about what they actually say about the phenomenon of inclusion. What conception do these teachers have on this topic? How are they involved in this issue? In order to make it possible to approach the teachers' experiences and so that the meanings could be apprehended, we used the interview as a technical and methodological instrument, and for the analysis process, we used the proposal of the meaning cores of Aguiar and Ozella (2016). Based on socio-historical psychology, this research presented, from the analysis of the meaning nuclei, elements of subjectivities about the process of constitution/production of teachers' feelings in the face of the complexity of the phenomenon of inclusive education in regular education. Some elements of meaning that oriented and mobilize the way of thinking, feeling and acting of teachers, were unveiled, and these elements as they were developed in social and historical relationships, they were subjectified and objectified in the concrete reality of the phenomenon, in order to constitute the elements that we were looking for to understand about the subjectivity dimension of education from an inclusive perspective