Prática pegagógica e dificuldades de aprendizagem : processos de inclusão e exclusão na perspectiva dos professores

Abstract

This master’s thesis is an exploratory qualitative research on teachers’ discourse about their pedagogical practice regarding students with learning difficulties in the inclusive education context. The purpose was to, based on their discourse analyze concepts of learning difficulties and understand connections related to the pedagogical practice with those students and the processes of inclusion/ exclusion in the classroom. Ten teachers from an Elementary School in Caxias do Sul – RS – were interviewed. Construction of data of this research was carried out from an adaption of interview procedures used in Piaget’s Clinical Method and data analyses was based on Discourse Textual Analyses. Findings showed that the inclusion in school is a concept under construction, characterize by a set of beliefs and values that are present in the discourse with concepts related to disabilities. Learning difficulties tend to be seen from isolated perspectives and not belonging to the public to whom inclusion is concerned. They are described as pedagogical deficiencies usually caused by family, social and organic aspects. The discourses about the pedagogical practice are heterogeneous, and we can observe that some show restructuring and differentiated and qualified possibilities towards the diversity of students with learning difficulties, while others remain traditionally conservative, showing homogenization and conservation of excluding paradigms. Conclusions point to inclusive education as an on-going process, in which the dimensions of inclusion/ exclusion are interrelated and which is directly related to social issues. This study shows some possibilities of pedagogical practice qualification in school context and suggests further reflections on the theme in the social, political, educational and academic environments.