Formação continuada de professores para práticas inclusivas: contribuições da psicologia histórico-cultural

Abstract

Discussing the postulates of inclusive education is to promote a complex analysis of the school as a promising space for learning and developing students in their differences, in different capacities and singularities, in different contexts. In view of the above-mentioned research launches as general objective to understand how the assumptions of historical-Cultural psychology in teacher education favor the construction of inclusive practices. The study, based on qualitative epistemology, occurred in a state school, located in the urban area of the municipality of Alfenas-MG, with the participation of 22 professors of the 4th and 5th years of elementary School I and the 6th grade of elementary School II and 1 deputy director. The instruments used were the characterization questionnaire and the mediating materialities, such as music, cartoons, texts and photos. Data collection occurred in the second semester of 2017, between the months of August and December, fortnightly, during one (1) hour and 30 (thirty) minutes, at the time of the pedagogical meeting. The information analysis plan was carried out through the survey of pre-indicators, indicators and nuclei of signification, namely: unveiled the failure of School x empowerment of the school; Representation of Reality x possibilities of coping; Inclusive Education x Education "without adjectivation", which contemplate the elements of signification expressed by the participants in relation to the different aspects addressed in the research regarding inclusive education. As final considerations, it can be evidenced that in the analysis of the subjects it is up to the school to promote spaces of continuous formation, based on the assumptions of Historical-Cultural psychology so that the teacher is subject to his actions and has real conditions of to develop their work, which demands the appropriation of theoretical and methodological references based on the historical, social and, above all, relational comprehension of the schooling process, in the sense of attending all students, indistinctly. The Historical-Cultural psychology is effective in continuing education for an essentially inclusive performance, focusing on the social, historical, pedagogical and relational realities established with the students and their differences and singularities, not more as a way of identifying and distancing these students, but with professional actions committed to their development process, from a pedagogical repertoire.