Educação Especial: o olhar e a palavra do professor

Abstract

The education is formed by a universe of uncountable colorful shades, or perhaps, it should be said uncountable needs. There are main aspects involved. Among them the school inclusion is one that has becoming more present, not only in the school environment but also in the society as a whole. Based on this idea, this study discusses the relation inclusion/exclusion of special needs students in the school context according to the teachers point of view. It is considered the dialectic of the speaking/silence of the teachers from the initial series of Basic Education, captured of means of three groups of citizens. In the first group we carry out a focus group technique with retired teachers who continue teaching, in order to get a thematic overview of the special education. In the second group questionnaires were applied to students of pedagogy course who teach at public schools. The questionnaire was constructed with open and closed questions, including the technique of the free association. Basic education municipal schools teachers were interviewed and the singularities of their voices were carefully analyzed in order to capture what goes beyond of their point of view about the special needs students in their classroom set and in their pedagogical actions. For analysis and interpretation of the data, respectively, in the three groups were used: content analysis, in the perspective proposed by Bardin (1977); categorization considering the thesis author s point of view and the output report of software SPSS and, finally, the program CHIC. It was notice among the interviewed teachers, different understandings about the special needs students in regular education. A small part of these teachers felt comfortable and prepared to talk about school inclusion. Another part of the teachers, in its majority showed themselves favorable, but conscientious of their limitation of facing the inclusion theme with their little knowledge. A small group of the teachers opposed to this discussion. Besides of the pointing out favorable or unfavorable conceptions of teachers, it was possible to notice the points that express the vision of the teachers about the inclusion of special needs students. Although they have considered difficult to teach these students they revealed a real wish for qualification. This wish, expressed with too emphasis that the studied teachers revealed the necessity of being a "super-teachers" to teach to special needs students, what, paradoxically, may camouflage their refuse in receiving these students in a classroom set. This idea is away of the wanted pedagogical standard of disciplined and intent student, as emerged in some depositions of this research. The studied groups indicated, thus, that their representations about the students with special needs and their teachers are anchored in affective aspects and in the necessity of personal and professional qualification to face what they consider a challenge of teaching. Although in a first moment this vision, may indicate an escape to shelter the students in the classroom, when the relation of experience with classrooms that have included students it was observed a higher affective acceptance, even if their idea of personal qualification persists in order to give them more confidence