Narrativas e percepções das experiências docentes: Ação formativa do Programa Educação Inclusiva - Direito à Diversidade (2009-2012)

Abstract

It can be seen that the movement produced by research that is affiliated with inclusion encourages the search for tools that promote insight to understand the formative processes. To this end, we conceive inclusion as a phenomenon in motion that undergoes changes through the action of the different subjects that are part of it, underpinning actions capable of reaching all social subjects. It investigates the experiences of teachers of the Elementary School - Early Years (EFAI) through the actions developed in the program Inclusive Education: Right to Diversity, under the premise of "being formed". It fosters meanings and experiences in the struggle for the inclusion of all. It has the concern of listening to the teachers and, based on their voices, answer the problem: what is the impact that the training offered by the program in inclusive contexts had in the municipal education network from 2009 to 2012? Have teachers strengthened their pedagogical practices and teaching identity, regarding the National Policy of Special Education from the Perspective of Inclusive Education? To this end, the research locus was the Municipal Secretary of Education of Guarabira/Paraíba. It has as a General Objective: To realize in which the training of teachers in an inclusive perspective, held through the program Inclusive Education: Right to Diversity, impacted on teaching practice by establishing teaching identity and new knowledge to teachers of EFAI in the municipal education network in Guarabira-PB. The qualitative approach methodology is used, through the process of listening to the narratives, using the interview as a tool. It is relevant in this process the "sensitive listening" of the subjects: six EFAI teachers participating in the training and the intersection of the speeches with the supporting actors: (municipal manager, secretary of education and the manager of the pilot school). The aim was to share the researcher's personal experiences and to assess the perceptions and knowledge of the object, in the speech and also in the writing of the narratives, an assumption for discussion regarding the alternative movement of changes in the inclusion policy. The data analysis was based on the practices developed through the experiences told by the teachers in the pedagogical workshop, transformed into Monadas. It concludes that even though it has had a significant impact and has built up teacher re-significations, it is still necessary to give meaning to pedagogical work.