Formação de professores para a inclusão de pessoas com deficiência, na perspectiva freireana: em busca de uma escola democrática e inclusiva

Abstract

This study integrates a national research, under the coordination of PhD Professor Ana Maria Saul, denominated ‘Paulo Freire’s thinking in the present time: analysis of policies, theories and practices’. The aim of this doctoral dissertation was to analyze the teachers’ training of the Municipal School of Elementary Education Professor Gilmar Tacolla, in the Municipality of São Paulo, where a liberatory pedagogical proposal based on Freirean pedagogy is developed. For this, the following guiding question was outlined: how can the training of educators contribute to the promotion of people with disabilities in the first grades of Elementary School, of a Municipal School in the Municipality of São Paulo? The theoretical framework that underlies this research is based on Paulo Freire and other authors who have a dialogue with him, such as: Francisco Imbernón, Maria Teresa Eglér Mantoan, Ana Maria Saul and Marcos José da Silveira Mazzotta. As for the methodology, it is a qualitative research, with bibliographical study and field research. Document analysis, participant observation, questionnaires, and semi-structured interviews with the research participants were the instruments and procedures used to collect data. The central category of data analysis was the training of teachers in the perspective of school inclusion, associating with it the following concepts: awareness, humanization, dialogue, social justice and praxis, present in Paulo Freire’s work and represented in the “Freirean conceptual plot”. Among the results, it can be pointed out that in the moments of training, pedagogical practices, analysis of documents and interviews, the teacher training was permanent, based on the Freirean conception of the subject as an unfinished being, in constant search of being more. There was constant dialogue, respect for the knowledge brought by educators, the action-reflection-action movement and democratic participation, in the construction of an inclusive school. Although there is still a long way to go, with regard to the inclusion of people with disabilities in schools, it can be said that this research can contribute to studies aimed at training educators to build a fairer school for all and increasingly inclusive