Educating language teachers for inclusion in contexts of excluding diversity

• Autor(a) principal: Fidalgo, Sueli Salles
• Data de Publicação: 2012
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Veras
• Texto Completo: http://site.veracruz.edu.br:8087/instituto/revistaveras/index.php/revistaveras/article/view/77
• topic: special educational needs; teacher education; collaboration; exclusion/inclusion dichotomy.; necessidades educativas especiais; formação de professores; colaboração; dicotomia exclusão/inclusão.

Based on a critical paradigm (Freire, 1970); on a teachinglearning view which focuses on the conflict-negotiationtransformation triad (Vygotsky, 1934; Bakhtin/Volochinov, 1929; Habermas, 2004); on a view of language as a zone of conflict (Bakhtin/Volochinov, 1929) and on a methodological organization that sees collaboration (Magalhães, 2007) – which originally takes place within the zone of proximal development – as tools par excellence when it comes to the transformation of the senses and meanings that each individual brings to the classroom, this paper focuses on the ex-/inclusion dichotomy, discussing it from the historical perspective of Brazilian educational system so as to show that a school system that is excluding in nature and formation does not become inclusive by order of a new law, but by the education of its agents. The research is carried out by means of (1) teacher education meetings with participants whose students have special educational needs (SEN) and (2) visits from the researcher-teacher educator to schools whose teachers take part in this project, so as to record and analyze their lessons and interviews. Besides the teacher-educator, other participants are: language teachers from State Public Schools in the outskirts of the city of Sao Paulo and their SEN students. Initially, meetings were held with a view to discussing the problems that the educators had when attempting to guarantee a locus o inclusion in their schools. Today, we focus on the development of material for SEN students include in these regular schools so as to prevent them from being left aside from the general classroom task while “included” in the classroom. Finding an action that may be carried out by the SEN student as an active participant of the general social activity that their peers are also involved in is allowing this student to also become an agent of his/her development because it allows him/her to creatively become who s/he cannot Be at this very moment (Vygotsky, 1934).