Programa de formação de professores do ensino médio: concepções e estratégias para a escolarização dos estudantes com deficiências

Abstract

The schooling of students with disabilities is a recurring subject of research and over time the discussion followed the political, social and economic changes around the theme. Thus, by understanding the schooling of students with disabilities as a right, this investigation took as its object of study the training of high school teachers. Guided by this perspective, the general objective of the research was to elaborate, develop, and evaluate a training program for high school teachers in the perspective of the right to schooling of people with disabilities. And as specific objectives: a) Characterize the professional profile of teachers who work in high school; b) Identify themes related to the perspective of the right to schooling of students with disabilities of interest to teachers; c) Enable continued training from the perspective of the right to schooling for students with disabilities; d) To analyze teachers' conceptions and strategies regarding the schooling of students with disabilities. The adopted research had a qualitative approach. Data analysis was based on the praxiological knowledge of Pierre Bourdieu with the definition of thematic axes of analysis. Twelve teachers who work in high school participated in the investigation. The locus of the research was a public high school located in the Mesoregion of Marajó in Pará. From the application of the questionnaire and the survey of themes related to the schooling of students with disabilities, it was possible to build the continuing education program that was carried out in its entirety at a distance. The program took place on the Moodle platform, with synchronous meetings through Google Meet. The meetings were recorded and later transcribed. The data made it possible to build the socioeconomic profile of the participants and the habitus of the social agents. The analysis of the participants' statements was organized based on three thematic axes: average model of disability, invisibility and collaborative work. Through this procedure, it was possible to understand the habitus about the schooling of students with disabilities and, in the light of praxiological knowledge, point out the tendency to maintain the social order of favoring the favored and disfavoring the disadvantaged.