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Revista Diálogo Educacional

versão impressa ISSN 1518-3483versão On-line ISSN 1981-416X


SOUZA, Angela Maria Baltieri; SOUSA, Clarilza Prado de  e  GONCALVES, Helenice Maia. Social Representation and Inclusion: Alternatives to Face Difference at School. Rev. Diálogo Educ. [online]. 2020, vol.20, n.66, pp.1015-1037.  Epub 01-Out-2020. ISSN 1981-416X.

This article will discuss teachers’ social representation practicing educational inclusion of students with disabilities in public schools. A project was created through the need for disability students’ inclusion, evidenced by teachers and pedagogical coordinators. The goal of this project is to learn about teachers’ social representation around disability inclusion, as well as reflect and discuss practical techniques and methodologies of teachers, which would made teachers rethink regarding their own methods and possibilities of creating new approaches in order to embrace students with disabilities in public schools in partnership with the university. This study had the participation of faculty, undergraduate and postgraduated students of Psychology and Education, plus professors of elementary education that works for public schools and accepted to ethically participate in this study. Therefore, it is intended to investigate the difficulties of learning of the included students and also the dilemma that teachers may have to lecture these students. Teachers' narratives were collected in two different moments, these were analyzed through interpretative methodology as a way to understand how social representations of teachers works around educational inclusion of students with disabilities. The result of this study has shown teachers’ narratives of a deep feeling of helplessness in and highlights to the need for effective practices, measures and procedures that can be enhanced the process of accomplishing students with disabilities in this school, as well as contributing to the teachers' understanding of each one student’s struggle.

Palavras-chave : Social Representations; Inclusion in the public schools; Teaching practice.

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