TEACHERS IN TRAINING’S CONCEPTIONS: (re)elaborations of senses about people with disabilities

• Autor(a) principal: Nascimento, Luciana de Abreu
• Data de Publicação: 2023
• Outros Autores: Carvalho, Maria de Fátima
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Olh@res (Universidade Federal de São Paulo)
• Texto Completo: https://periodicos.unifesp.br/index.php/olhares/article/view/15035
• topic: Psicologia histórico-cultural; Formação de Professores; Inclusão Educacional; Cultural-historical psychology; Teacher training; Educational Inclusion; Psicología histórico-cultural; Formación de profesores; Inclusión Educativa

When dealing with the schooling of people with disabilities, the guidelines for teacher training move between generic positions on diversity and instrumentalization for specialized educational care, dealing with the generalist teacher, supported by the specialist, without delving into how their training takes place. Assuming teacher training courses as privileged spaces for the (re)construction of knowledge for educational practice, this article proposes the investigation of the ways in which students of Pedagogy courses elaborate questions related to the education of people with disabilities and the role of graduation in building knowledge on the subject. Based on historical-cultural psychology and language studies in a dialogic-enunciative perspective, the work involved the elaboration/conceptualization of the idea of ​​conception and the carrying out of conversation circles with students from three universities in São Paulo about the schooling of students with disabilities. The analysis and discussion based on the audio-recording of the circles shows how concepts developed by the students bring meanings about disability; about training at the university; and about the school and the teaching work, completed by the lack of definitions of the theme, constituting not as concepts, but as knowledge in development. The reflection proposed here contributes to the problematization of training with a view to transforming expectations and practices that guide the relationship of teachers in training with knowledge about people with disabilities and their education. Still, conversation circles are pointed out as a potential training space in a dialogical perspective of re-elaboration of knowledge and practices.