Educating language teachers for inclusion in contexts of excluding diversity
Autor(a) principal: | |
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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 |
Resumo: | 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). |
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Educating language teachers for inclusion in contexts of excluding diversityFormar professores de línguas para incluir em contextos de diversidade excludentespecial 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).Inserido em um paradigma crítico (Freire, 1970); em uma visão de ensino-aprendizagem com foco na tríade conflito-negociação-transformação (Vygotsky, 1934; Bakhtin/Volochinov, 1929; Habermas, 2004); em uma visão de linguagem como “arena de conflito” (Bakhtin/Volochinov, 1929) e em uma metodologia que vê a colaboração (Magalhães, 2007) que ocorre na zona de desenvolvimento proximal como instrumento por excelência para a modificação dos sentidos e significados que todos trazem para a sala de aula, este trabalho enfoca a dicotomia ex-/inclusão, discutindo-a pela perspectiva histórica da educação brasileira para demonstrar que uma escola prioritariamente excludente não se torna inclusiva por força da lei, mas pela formação de seus agentes. A pesquisa se realiza (1) por meio de reuniões de formação de professores que trabalham com alunos com necessidades especiais e (2) por meio de visitas da pesquisadora-formadora às escolas cujos professores participam deste trabalho para gravação e análise das aulas e das entrevistas. Além da pesquisadora-formadora, participam do trabalho professores de línguas de escolas públicas da Grande São Paulo e seus alunos com necessidades educativas especiais. Inicialmente, as reuniões tiveram como objetivo discutir os problemas que os educadores têm para garantir um espaço de inclusão; hoje, enfocamos o desenvolvimento de materiais para alunos incluídos, para que estes não fiquem alheios às atividades escola. Encontrar uma ação que possa ser realizada pelo aluno com necessidades educativas especiais como membro participante da atividade social realizada é permitir que esse aluno seja também agente de seu desenvolvimento porque permite que ele crie quem ele é ao ser quem ele não é (Vygotsky, 1934).Vera CruzFidalgo, Sueli Salles2012-05-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtigo Avaliado pelos Paresapplication/pdfhttp://site.veracruz.edu.br:8087/instituto/revistaveras/index.php/revistaveras/article/view/7710.14212/veras.vol2.n1.ano2012.art77Veras; v. 2, n. 1 (2012); 22-432236-572910.14212/veras.vol2.n1.ano2012reponame:Revista Verasinstname:Instituto Superior de Educação Vera Cruz (VeraCruz)instacron:VERACRUZporhttp://site.veracruz.edu.br:8087/instituto/revistaveras/index.php/revistaveras/article/view/77/63info:eu-repo/semantics/openAccess2017-03-07T21:51:26ZRevista |
dc.title.none.fl_str_mv |
Educating language teachers for inclusion in contexts of excluding diversity Formar professores de línguas para incluir em contextos de diversidade excludente |
title |
Educating language teachers for inclusion in contexts of excluding diversity |
spellingShingle |
Educating language teachers for inclusion in contexts of excluding diversity Fidalgo, Sueli Salles special educational needs; teacher education; collaboration; exclusion/inclusion dichotomy. necessidades educativas especiais; formação de professores; colaboração; dicotomia exclusão/inclusão. |
title_short |
Educating language teachers for inclusion in contexts of excluding diversity |
title_full |
Educating language teachers for inclusion in contexts of excluding diversity |
title_fullStr |
Educating language teachers for inclusion in contexts of excluding diversity |
title_full_unstemmed |
Educating language teachers for inclusion in contexts of excluding diversity |
title_sort |
Educating language teachers for inclusion in contexts of excluding diversity |
author |
Fidalgo, Sueli Salles |
author_facet |
Fidalgo, Sueli Salles |
author_role |
author |
dc.contributor.none.fl_str_mv |
|
dc.contributor.author.fl_str_mv |
Fidalgo, Sueli Salles |
dc.subject.por.fl_str_mv |
special educational needs; teacher education; collaboration; exclusion/inclusion dichotomy. necessidades educativas especiais; formação de professores; colaboração; dicotomia exclusão/inclusão. |
topic |
special educational needs; teacher education; collaboration; exclusion/inclusion dichotomy. necessidades educativas especiais; formação de professores; colaboração; dicotomia exclusão/inclusão. |
description |
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). |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-05-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artigo Avaliado pelos Pares |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://site.veracruz.edu.br:8087/instituto/revistaveras/index.php/revistaveras/article/view/77 10.14212/veras.vol2.n1.ano2012.art77 |
url |
http://site.veracruz.edu.br:8087/instituto/revistaveras/index.php/revistaveras/article/view/77 |
identifier_str_mv |
10.14212/veras.vol2.n1.ano2012.art77 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://site.veracruz.edu.br:8087/instituto/revistaveras/index.php/revistaveras/article/view/77/63 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Vera Cruz |
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Vera Cruz |
dc.source.none.fl_str_mv |
Veras; v. 2, n. 1 (2012); 22-43 2236-5729 10.14212/veras.vol2.n1.ano2012 reponame:Revista Veras instname:Instituto Superior de Educação Vera Cruz (VeraCruz) instacron:VERACRUZ |
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Instituto Superior de Educação Vera Cruz (VeraCruz) |
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VERACRUZ |
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VERACRUZ |
reponame_str |
Revista Veras |
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Revista Veras |
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1731734792107458560 |