Significações acerca da atuação profissional de uma Professora de Acompanhamento e Apoio à Inclusão

Abstract

This research is based on the assumptions of Socio-Historical Psychology, based on the theory of Vygotsky, his followers and other contemporary authors. The objective of the study is to understand the performance of the Special Education’s teacher professional. In order to do so, it discusses in-service teacher education and Special Education, seeking to understand the Teacher of Follow-up and Support to Inclusion's meanings about her role as a trainer in Special Education. The Teacher of Follow-up and Support to Inclusion participant is a professional of the Centro de Formação e Acompanhamento à Inclusão (CEFAI), a service that follows and guides the processes of schooling of the target audience of Special Education in schools in the city of Sao Paulo. For the investigation, we used the reflexive interview (SZYMANSKI et al., 2011), performed in three meetings that were recorded and transcribed for use in the analysis stage. The data of the interviews were analyzed through the procedure of the Nuclei of Meaning (AGUIAR and OZELLA, 2006, 2013; AGUIAR et al., 2015). Three Nuclei of Meaning were elaborated, being: 1. The dialogue as formative base: the collaborative constitution of the teaching profession and the overcoming of difficulties; 2. Educational processes having the teacher-student relationship as background and the disability as a singular aspect within this relationship; and 3. The construction of a perception sensitive to Special Education as the goal of the formative work. The interpretative analysis in the phase of the internuclears starts from the contents of the Nuclei of Meaning, analyzed under the dialectic senses and meanings. Thus, aspects related to the question researched were apprehended that could be contributory to illuminate and deepen the themes related to teacher education, to the development of students with disabilities and their teachers and to the movements of change of the National Policy of Special Education in the Education Perspective Inclusive