A dimensão subjetiva dos processos de inclusão escolar no movimento da Pesquisa-Trans-Formação

Abstract

This research was carried out through weekly training meetings with a group of teachers from a São Paulo municipal public school and its main objective was to apprehend the subjective dimension of school inclusion processes. It is based on Socio-historical Psychology, Historical-critical Pedagogy and Historical-dialectical Materialism theoretical and methodological assumptions. Instigated by reality, this study used the category Subjective Dimension of Reality imbrided with Vigotski and Marx categories: contradiction, historicity, meanings, zone of imminent development, class struggle, praxis, transformation, political and human emancipation, among others. The reality that provokes us is that the inclusion of students with disabilities in regular school has advanced, bringing the inclusive perspective as central. However, this is still one of the themes in which teachers most report "not being prepared for this". This statement, so common and almost an integral part of the discourse of common sense, is full of many determinations that can be better understood with a deepening of the process of teacher education in this area. As an area of teacher education, Special-Inclusive Education lacks strengthening and continuity, in view of its precarious reality and the current and constant attacks on dismantling. In favor of this struggle for inclusive education, the Research Group Teaching Activity and Subjectivity of PUCSP has been developing a kind of research in education named Trans-Formation-Research. In addition to an instrument or technique of data production, this type of research aims to participate and collaborate with transformation processes. Fulfilling another objective of this study, to understand through the meanings of the participants the movements of praxis generated in the formative process, we use various techniques of information and knowledge production. There were a total of twenty face-to-face and then online meetings during the pandemic, which generated nine Nuclei of Meaning, fundamental syntheses for the analysis process. The nuclei revealed the complexity about inclusive processes in school: the dichotomous form of the theory and practice relationship, collaborates with naturalizations of what is conceived about disability, which led us to the important discussion about capacitive and intersectionality; the precariousnature of teaching work along with the gaps and discontinuity of teacher education are added to the fact that the area of special-inclusive education is in the periphery of this training, resulting in an increased dependence on school support for inclusion to be effective. It is the social structural determinations that are present in the school the greatest barriers to the development of inclusive processes, which can bring the appearance of being something insurpassed in the school routine, especially during the pandemic that crosses us. In the course of almost a year and a half of formations, the intention of the research we conducted is revealed in the praxis of the group, in the transformation process shared by all of us. It is important to highlight that this process in TransFormation- Research carries within it the horizon of the possible teacher selforganization of their education, together with the perspective of emancipation. Politics, in praxis. Human, as a perspective