A trajetória de escolarização e acesso à profissão docente de professores deficientes no ensino público de São Paulo

Abstract

The present work investigated the school trajectories of disabled teachers who work in São Paulo s official educational system. Its aim is to examine how their process of education and graduation occurred, as well as how they saw their way through in the professional field. In order to conduct this research, we mainly used Pierre Bourdieu s and Bernard Lahire s studies as a theoretical basis, thus composing a theoretical picture which, through cultural capital, social and educational categories and social/family configurations, could sustain the analysis of unique trajectories of disabled people who became teachers. We assumed as a hypothesis that the intrinsic characteristics of the disabilities, along with those teachers early social conditions, established the basic factors for their trajectory accomplishment. Despite their common background, the social conditions in particular gave them enough support to overcome the disadvantages resulting from the disability. However, the relations between these conditions and the social and education scars were unique in each one of the subjects. As a research procedure, we used the data supplied by taped and transcribed semi-structured interviews given by three teachers who work in the public educational system in São Paulo as follows: 1 physically disabled, 1 blind and 1 deaf. Concerning the data analysis, we established relations between the intrinsic characteristics of the disabilities, the family configuration, the primary cultural capital, the social relations established by the subjects and the education trajectory scars