Docência e inclusão escolar: um estudo sobre os desafios para professores de ciências

Abstract

This research aimed to analyse the challenges that permeate the career of science teachers related to the School Inclusion of Special Education Students (PAEE). To achieve this objective, a qualitative research was conducted that used semi-structured interviews with eight science teachers from the regular public school system of the city of Itajubá/MG. The collected data were analyzed following the theoretical guidelines of Yin (2016). After the analysis, three main challenges were found that were codified in: 1) Training of Science Teachers: the technical rationality and subjectivity of teachers, where data were found related to the fragility of public policies in addressing teacher training for diversity and as for the teacher training model of technical rationality. To overcome these challenges, the subjectivity that is manifested in the teaching identity is encouraged so that these teachers are in training on a daily basis. 2) Teacher suffering and School Inclusion: what science teachers report, in which it was understood that teacher suffering is related to the profession in general, and not the School Inclusion however, complaints related to the medical report, the family-school relationship and the ideologization of School Inclusion. For these complaints, it was understood what conceptions these teachers have about School Inclusion and for them, it is believed that teachers need to improve their views; 3) The relationship between prejudice and School Inclusion, in which it was possible to analyze the manifestations of a teacher, demonstrating her assumed resistance to School Inclusion. It is expected that with these analyses there will be greater communication between public universities and schools, with the intention of knowing the complaints of science teachers in addition to demonstrating the clear need for greater support for these teachers regarding their relations with the public education network. In addition, science teachers are expected to recognize that their weaknesses can improve their practices.