As significações de professor do Ensino Médio sobre a educação inclusiva

The purpose of this study is the teaching and learning activity of students with special educational needs (NEEs) in the regular school. This is a clipping of a doctoral research and had as it’s problematic: what are the meanings of a high school teacher about teaching and learning activity developed for the school inclusion of students with SEN in High School? The research is qualitative in nature and aims to analyse the meanings and meanings of a high school teacher about the teaching and learning activity of students with SEN. The theoretical-methodological basis of support was the Historical Materialism Dialectic and Socio-Historical Psychology. The analytical procedure used was the Nucleus of Significance. The research participant was a History teacher. The techniques and methodological tools were the narrative and reflective interview. The teacher interviewed expressed that, in order for the student with NEEs to participate and to take ownership of the systematized culture, he conceives that the teacher should have waist play so that this student is not excluded, segregated or even subject to bullying by those without NEEs. I conclude that, after receiving these students in the classroom, the teacher feels affected by the inclusive education, doing a waist play to include them in the processes of training, learning and development in the regular school.The purpose of this study is the teaching and learning activity of students with special educational needs (NEEs) in the regular school. This is a clipping of a doctoral research and had as it’s problematic: what are the meanings of a high school teacher about teaching and learning activity developed for the school inclusion of students with SEN in High School? The research is qualitative in nature and aims to analyse the meanings and meanings of a high school teacher about the teaching and learning activity of students with SEN. The theoretical-methodological basis of support was the Historical Materialism Dialectic and Socio-Historical Psychology. The analytical procedure used was the Nucleus of Significance. The research participant was a History teacher. The techniques and methodological tools were the narrative and reflective interview. The teacher interviewed expressed that, in order for the student with NEEs to participate and to take ownership of the systematized culture, he conceives that the teacher should have waist play so that this student is not excluded, segregated or even subject to bullying by those without NEEs. I conclude that, after receiving these students in the classroom, the teacher feels affected by the inclusive education, doing a waist play to include them in the processes of training, learning and development in the regular school.O texto tem como objeto de estudo a atividade de ensino-aprendizagem de alunos com necessidades educativas especiais (NEEs) na escola regular. Trata-se do recorte de pesquisa de doutorado e teve como problemática: quais as significações de uma professora de Ensino Médio sobre a atividade de ensino-aprendizagem desenvolvida para a inclusão escolar de alunos com NEEs no Ensino Médio? A investigação é de natureza qualitativa e tem como objetivo analisar os significados e os sentidos constituídos por uma professora de Ensino Médio acerca da atividade de ensino- aprendizagem de alunos com NEEs. A base teórico-metodológica de sustentação foram o Materialismo Histórico Dialético e a Psicologia Sócio-Histórica. O procedimento analítico utilizado foi o Núcleo de Significação. A participante da pesquisa foi uma professora de História. As técnicas e os instrumentos metodológicos foram a entrevista narrativa e reflexiva. A professora entrevistada expressa que, para que o aluno com NEEs participe e se aproprie da cultura sistematizada, concebe que o professor deve ter jogo de cintura para que esse aluno não seja excluído, segregado ou mesmo passível de bullying por aqueles sem NEEs. Conclui-se que a professora, após receber esses alunos em sala de aula, sente-se afetada com a educação inclusiva, realizando jogo de cintura para que eles sejam incluídos nos processos de formação, de aprendizagem e de desenvolvimento na escola regular