Concepção do professor do ensino regular sobre a inclusão de alunos com deficiência intelectual
Carregando...
Arquivos
Data
2019-03-27
Autores
Nunes, Vera Lucia Mendonça [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A inclusão do aluno com deficiência intelectual (DI) necessita de mudanças comportamentais e pedagógicas dos professores de ensino comum, e, para tanto, esses professores precisam ter concepções favoráveis à inclusão. Nesse contexto, surgiu o interesse pela pesquisa que tem por objetivo identificar, a partir de relatos dos professores da Educação Básica, as concepções favoráveis e desfavoráveis em relação à inclusão de alunos com DI. Quatro professoras que trabalhavam em escolas municipais, atuando no Ensino Fundamental I, no município de Arapongas/Pr. participaram da pesquisa. A pesquisa qualitativa-descritiva, realizada por meio de entrevista semiestruturada e cadernos de conteúdo, foi a abordagem utilizada na pesquisa. Um roteiro para a entrevista foi previamente elaborado e analisado por juízes. A coleta foi realizada em duas sessões, a primeira por meio da entrevista semiestruturada e, a segunda, utilizando o caderno de conteúdo, composto pela transcrição das falas, organizada sequencialmente e dispostas em colunas, para que os participantes pudessem alterar, complementar ou modificar as informações da entrevista. Em seguida à coleta, procedeu-se a análise do conteúdo. As concepções identificadas foram separadas em dois temas: concepções favoráveis e concepções desfavoráveis em relação à inclusão do aluno com DI no ensino regular. Em seguida, nova análise foi realizada para separar as concepções em categorias semelhantes. Dentre as concepções favoráveis foram identificadas 91 e nomeadas como: 1) equipe multidisciplinar; 2) aprendizagem; 3) currículo, adaptação e adequação na temporalidade; 4) trabalho colaborativo; 5) potencialidades e habilidades; 6) avaliação na aprendizagem; 7) organização e manejo em sala de aula; 8) inclusão; 9) planejamentos e atividades; 10) professor de apoio na sala de aula comum; 11) família. Dentre as concepções desfavoráveis foram identificadas 45 e nomeadas como: 1) ritmo, aprendizagem e acompanhamento da série; 2) motivação; 3) conteúdo curricular, adaptação, flexibilização; 4) autoestima; 5) escola; 6) preparação do professor; 7) avaliação; 8) aprovação; 9) inclusão; 10) professor de apoio e professor auxiliar. Os resultados indicaram que as concepções favoráveis foram em maior número do que as desfavoráveis sobre a inclusão do aluno com DI no ensino regular, porém, as questões desfavoráveis são relevantes e carecem de intervenções para serem modificadas. Dentre as concepções desfavoráveis estão as crenças antigas de que o aluno nunca irá aprender e isto está relacionado a sua deficiência. O conceito de currículo flexível, adaptação curricular e avaliação estão além do que é apresentado pela literatura. A concepção de que os professores ainda não estão preparados para a inclusão também foi ressaltada nas falas.
The inclusion of students with intellectual disabilities (ID) requires behavioral and pedagogical changes of teachers of common teaching, and, therefore, these teachers need to have conceptions favorable to inclusion. In this context, it emerged the interest in research that aims to identify, based on reports from teachers in basic education, the favorable and unfavorable conceptions regarding the inclusion of students with ID. Four teachers who worked in municipal schools, working in elementary school, in the municipality of Arapongas/Pr. took part in the research. The qualitative-descriptive research conducted through semi-structured interviews and content notebooks was the approach used in the research. A script for the interview was previously elaborated and analyzed by judges. The collection was performed in two sessions, the first by means of semi-structured interviews, and the second one using the content booklet, consisting of the transcription of the speeches, organized sequentially and arranged in columns, so that the participants could change, supplement or modify the interview information. After the collection, the analysis of content was performed. The identified conceptions were separated into two themes: favorable conceptions and unfavorable conceptions regarding to the inclusion of students with ID in regular education. Next, a new analysis was performed to separate the conceptions into similar categories. Among the favorable conceptions 91 were identified and named as: 1) multidisciplinary team; 2) Learning; 3) curriculum, adaptation and adequacy in temporality; 4) collaborative work; 5) potentialities and abilities; 6) evaluation in learning; 7) organization and management in the classroom; 8) Inclusion; 9) planning and activities; 10) Teacher support in common classroom; 11) family. Among the unfavorable conceptions, 45 were identified and named as: 1) rhythm, learning and follow-up of the series; 2) motivation; 3) curricular content, adaptation, easing; 4) self-esteem; 5) School; 6) Teacher preparation; 7) evaluation; 8) approval; 9) Inclusion; 10) Teacher support and auxiliary teacher. The results indicated that the favorable conceptions were in greater numbers than the unfavorable ones about the inclusion of the student with ID in regular education, however, the unfavorable questions are relevant and it is required the use of interventions in order to be modified. Among the unfavorable conceptions are the old beliefs that the student will never learn and this is related to his disability. The concept of flexible curriculum, curricular adaptation and evaluation are far from what is feasible and presented by the literature. The conception that teachers are not yet prepared for inclusion was also emphasized in the statements.
The inclusion of students with intellectual disabilities (ID) requires behavioral and pedagogical changes of teachers of common teaching, and, therefore, these teachers need to have conceptions favorable to inclusion. In this context, it emerged the interest in research that aims to identify, based on reports from teachers in basic education, the favorable and unfavorable conceptions regarding the inclusion of students with ID. Four teachers who worked in municipal schools, working in elementary school, in the municipality of Arapongas/Pr. took part in the research. The qualitative-descriptive research conducted through semi-structured interviews and content notebooks was the approach used in the research. A script for the interview was previously elaborated and analyzed by judges. The collection was performed in two sessions, the first by means of semi-structured interviews, and the second one using the content booklet, consisting of the transcription of the speeches, organized sequentially and arranged in columns, so that the participants could change, supplement or modify the interview information. After the collection, the analysis of content was performed. The identified conceptions were separated into two themes: favorable conceptions and unfavorable conceptions regarding to the inclusion of students with ID in regular education. Next, a new analysis was performed to separate the conceptions into similar categories. Among the favorable conceptions 91 were identified and named as: 1) multidisciplinary team; 2) Learning; 3) curriculum, adaptation and adequacy in temporality; 4) collaborative work; 5) potentialities and abilities; 6) evaluation in learning; 7) organization and management in the classroom; 8) Inclusion; 9) planning and activities; 10) Teacher support in common classroom; 11) family. Among the unfavorable conceptions, 45 were identified and named as: 1) rhythm, learning and follow-up of the series; 2) motivation; 3) curricular content, adaptation, easing; 4) self-esteem; 5) School; 6) Teacher preparation; 7) evaluation; 8) approval; 9) Inclusion; 10) Teacher support and auxiliary teacher. The results indicated that the favorable conceptions were in greater numbers than the unfavorable ones about the inclusion of the student with ID in regular education, however, the unfavorable questions are relevant and it is required the use of interventions in order to be modified. Among the unfavorable conceptions are the old beliefs that the student will never learn and this is related to his disability. The concept of flexible curriculum, curricular adaptation and evaluation are far from what is feasible and presented by the literature. The conception that teachers are not yet prepared for inclusion was also emphasized in the statements.
Descrição
Palavras-chave
Educação especial, Deficiência intelectual, Inclusão, Concepção, Special education, Intellectual disability, Inclusion, Conception