Inclure les enfants autistes en milieu ordinaire.: Quelle relation entre agir, formation et identité professionnelle des enseignants de lettres ?

Detalhes bibliográficos
Autor(a) principal: Dizerbo, Anne
Data de Publicação: 2018
Tipo de documento: Artigo
Idioma: fra
por
Título da fonte: Linhas Críticas (Online)
Texto Completo: https://periodicos.unb.br/index.php/linhascriticas/article/view/18965
Resumo: The inclusion policy carried introduced led by the 2005 disability act in France gaverise to the right for compensation and for schooling children with a disability inordinary school settings. It is relevant to understand their effects on the practicesof the teachers. In this perspective, this paper presents the beginning stages of aqualitative research carried out within the framework of biographic research in education. We examine the inclusion of autistic children in secondary and high schools by literature teachers having no specific training background on the field of disabilities. Drawing from biographic interviews we try to cast light on various factors that their behaviour and practices, in particular the professional identity built by the teacher, envisaged in its plural, dynamic, individual and social dimensions, and from the perpective of the ethical conceptions which underlie it.
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spelling Inclure les enfants autistes en milieu ordinaire.: Quelle relation entre agir, formation et identité professionnelle des enseignants de lettres ?InclusãoDeficiênciaIdentidade profissionalFormaçãoInclusiónIdentidad profesionalEntrenamientoDiscapacidadInclusionDisabilityProfessional identityTrainingThe inclusion policy carried introduced led by the 2005 disability act in France gaverise to the right for compensation and for schooling children with a disability inordinary school settings. It is relevant to understand their effects on the practicesof the teachers. In this perspective, this paper presents the beginning stages of aqualitative research carried out within the framework of biographic research in education. We examine the inclusion of autistic children in secondary and high schools by literature teachers having no specific training background on the field of disabilities. Drawing from biographic interviews we try to cast light on various factors that their behaviour and practices, in particular the professional identity built by the teacher, envisaged in its plural, dynamic, individual and social dimensions, and from the perpective of the ethical conceptions which underlie it.La política de inclusión desarrollada en el ámbito de la ley 2005 en Francia concedió el derecho a la escolarización en escuelas regulares a los niños discapacitados. Por lo tanto, es importante comprender los efectos de este cambio en las prácticas de los profesores. Este trabajo presentará el inicio de una investigación cualitativa inscrita en el campo de la investigación biográfica en educación, a fin de cuestionarla inclusión de los niños autistas en la enseñanza fundamental II y enseñanza media frente a profesores de letras que no recibieron ninguna formación específica. A partir de entrevistas biográficas, se pretende discutir sobre los diferentes factores que influencian las prácticas docentes, en especial la construcción de la identidad profesional de los profesores a partir de una perspectiva múltiple, dinámica, individual y social, considerando las concepciones éticas que están en la base de esta política.La politique d’inclusion menée dans le cadre de la loi 2005 a ouvert en France un droit à la compensation et à la scolarisation en milieu ordinaire des enfants en situation de handicap dont il est important de comprendre les effets sur les pratiques enseignantes. Dans cette perspective, ma contribution présentera le début d’une recherche qualitative inscrite dans le champ de la recherche biographique en éducation. Elle questionnera l’inclusion des enfants autistes au collège et au lycée par des enseignants de lettres n’ayant reçu aucune formation spécifique. À partir d’entretiens biographiques il s’agira d’apporter un éclairage sur les différents facteurs qui influencent leur agir, notamment l’identité professionnelle construite par l’enseignant, envisagé dans sa dimension multiple, dynamique, individuelle et sociale, et à l’aune des conceptions éthiques qui lasous-tendent.A política de inclusão desenvolvida no escopo da lei 2005 na França concedeu o direito à escolarização em escolas regulares às crianças deficientes. Torna-se, então, importante compreender os efeitos dessa mudança para as práticas dos professores. Este trabalho apresentará o início de uma pesquisa qualitativa inscrita no campo da pesquisa biográfica em educação, a fim de questionar a inclusão das crianças autistas no ensino fundamental II e ensino médio face a professores de letras que não receberam nenhuma formação específica. A partir de entrevistas biográficas, pretende-se discutir sobre os diferentes fatores que influenciam as práticas docentes, em especial a construção da identidade profissional dos professores apartir de uma perspectiva múltipla, dinâmica, individual e social, considerando as concepções éticas que estão na base desta política. Faculdade de Educação - Universidade de Brasília2018-11-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://periodicos.unb.br/index.php/linhascriticas/article/view/1896510.26512/lc.v24i0.18965Linhas Críticas; Vol. 24 (2018): Revista Linhas Críticas v.24; e18965Linhas Críticas; Vol. 24 (2018): Revista Linhas Críticas v.24; e18965Linhas Crí­ticas; v. 24 (2018): Revista Linhas Críticas v.24; e189651981-04311516-489610.26512/lc.v24i0reponame:Linhas Críticas (Online)instname:Universidade de Brasília (UnB)instacron:UnBfraporhttps://periodicos.unb.br/index.php/linhascriticas/article/view/18965/18516https://periodicos.unb.br/index.php/linhascriticas/article/view/18965/31510Copyright (c) 2018 Revista Linhas Críticashttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessDizerbo, Anne2022-02-08T20:05:06Zoai:ojs.pkp.sfu.ca:article/18965Revistahttps://periodicos.unb.br/index.php/linhascriticas/PUBhttps://periodicos.unb.br/index.php/linhascriticas/oairvlinhas@unb.br1981-04311516-4896opendoar:2022-02-08T20:05:06Linhas Críticas (Online) - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv Inclure les enfants autistes en milieu ordinaire.: Quelle relation entre agir, formation et identité professionnelle des enseignants de lettres ?
title Inclure les enfants autistes en milieu ordinaire.: Quelle relation entre agir, formation et identité professionnelle des enseignants de lettres ?
spellingShingle Inclure les enfants autistes en milieu ordinaire.: Quelle relation entre agir, formation et identité professionnelle des enseignants de lettres ?
Dizerbo, Anne
Inclusão
Deficiência
Identidade profissional
Formação
Inclusión
Identidad profesional
Entrenamiento
Discapacidad
Inclusion
Disability
Professional identity
Training
title_short Inclure les enfants autistes en milieu ordinaire.: Quelle relation entre agir, formation et identité professionnelle des enseignants de lettres ?
title_full Inclure les enfants autistes en milieu ordinaire.: Quelle relation entre agir, formation et identité professionnelle des enseignants de lettres ?
title_fullStr Inclure les enfants autistes en milieu ordinaire.: Quelle relation entre agir, formation et identité professionnelle des enseignants de lettres ?
title_full_unstemmed Inclure les enfants autistes en milieu ordinaire.: Quelle relation entre agir, formation et identité professionnelle des enseignants de lettres ?
title_sort Inclure les enfants autistes en milieu ordinaire.: Quelle relation entre agir, formation et identité professionnelle des enseignants de lettres ?
author Dizerbo, Anne
author_facet Dizerbo, Anne
author_role author
dc.contributor.author.fl_str_mv Dizerbo, Anne
dc.subject.por.fl_str_mv Inclusão
Deficiência
Identidade profissional
Formação
Inclusión
Identidad profesional
Entrenamiento
Discapacidad
Inclusion
Disability
Professional identity
Training
topic Inclusão
Deficiência
Identidade profissional
Formação
Inclusión
Identidad profesional
Entrenamiento
Discapacidad
Inclusion
Disability
Professional identity
Training
description The inclusion policy carried introduced led by the 2005 disability act in France gaverise to the right for compensation and for schooling children with a disability inordinary school settings. It is relevant to understand their effects on the practicesof the teachers. In this perspective, this paper presents the beginning stages of aqualitative research carried out within the framework of biographic research in education. We examine the inclusion of autistic children in secondary and high schools by literature teachers having no specific training background on the field of disabilities. Drawing from biographic interviews we try to cast light on various factors that their behaviour and practices, in particular the professional identity built by the teacher, envisaged in its plural, dynamic, individual and social dimensions, and from the perpective of the ethical conceptions which underlie it.
publishDate 2018
dc.date.none.fl_str_mv 2018-11-15
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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dc.identifier.uri.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/18965
10.26512/lc.v24i0.18965
url https://periodicos.unb.br/index.php/linhascriticas/article/view/18965
identifier_str_mv 10.26512/lc.v24i0.18965
dc.language.iso.fl_str_mv fra
por
language fra
por
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/18965/18516
https://periodicos.unb.br/index.php/linhascriticas/article/view/18965/31510
dc.rights.driver.fl_str_mv Copyright (c) 2018 Revista Linhas Críticas
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Revista Linhas Críticas
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
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dc.publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
dc.source.none.fl_str_mv Linhas Críticas; Vol. 24 (2018): Revista Linhas Críticas v.24; e18965
Linhas Críticas; Vol. 24 (2018): Revista Linhas Críticas v.24; e18965
Linhas Crí­ticas; v. 24 (2018): Revista Linhas Críticas v.24; e18965
1981-0431
1516-4896
10.26512/lc.v24i0
reponame:Linhas Críticas (Online)
instname:Universidade de Brasília (UnB)
instacron:UnB
instname_str Universidade de Brasília (UnB)
instacron_str UnB
institution UnB
reponame_str Linhas Críticas (Online)
collection Linhas Críticas (Online)
repository.name.fl_str_mv Linhas Críticas (Online) - Universidade de Brasília (UnB)
repository.mail.fl_str_mv rvlinhas@unb.br
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