A significação do conceito de inclusão escolar por professoras.
Abstract
Departing from a framework that considers man as a cultural and historical being and,
therefore, a synthesis of psychic and ideological, social and individual forces, this work aim to
apprehend the ocurrence of signification processes, characterizing and making visible the
discursive movement as it keeps constituting the signification process of a concept. To
analyse this route and make visible the social marks of the produced enunciations, we choose
the concept of school inclusion, according to its complexity and relevance for the educational
reality of today. This issue is posed as a demand for teachers and his formers and is inserted in
a widest movement of the society that is of the social inclusion. The research group was
constituted by seven elementary school teachers to whom we offered a course of extension in
which we discussed the issue of school inclusion with the intention to analyse the ways of
signification of this concept in the interlocution process that ocurrs in situations that
configures itself as of teaching and learning.Our work is based, mainly, on Vygotsky and
Bakhtin, authors that offers foresights by means of which we can understand the language
dynamicity. On the enunciative-discursive view as we adopt the nature of language is social
and dialogical and the word when expressed enclose in itself a intense game of social forces;
is not unique, is not univocal and neither clear. To analyse the dates, we choose the
microgenetic approach. Alongside the analysis we discarded the idea that to signify a concept
we evoke just cognitive functions, in the sense of something strictly internal and personal.
The voices that are present by are many, although physically departed; the elaborations
produced by the teachers have historicity, have marks of the socio-historical contexts. In spite
of having an extensive display and different resources during the class, that presumably ought
to guide the signification processes that individual realize, marking their enunciations on a
certain matter or concept, the class is just a moment of this elaboration; nevertheless, an
important moment that produces new enunciations. In the end of the work, we compose some
considerations about being both a teacher and researcher and the conflicts engendered by this
double role. We point further some of the ways how the teachers were (re)signifying their
concepts about school inclusion alongside the interlocutions.