O papel do professor itinerante face à inserÃÃo da pessoa com deficiÃncia no ensino regular: significando e ressignificando a itinerÃncia

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

This research work, entitled The Role of the Itinerant Teacher in Face of the Insertion of the Student with Disability in Regular Schoolâs Classroom: Signifying and Resignifying the Itinerancy, aims to know the role that the itinerant teacher plays in Recifeâs municipal school system in which there are students with disabilities, in classrooms of regular schools. This survey, one of qualitative basis, was done with itinerant teachers who have been working itinerantly in their functions for more than five years. Data collection tools were used, such as questionnaires and interviews. The analysis of those data, along with bibliographic research related to this study allowed us to conclude that integration paradigm has been orienting, for various years, the pedagogical doing of the itinerant teacher; leading him to contribute to the segregation of students with disability, because, with their practice, discrimination of those students were being accentuated, for it was âreinforcingâ âdifferencesâ, that is to say, their disabilities, not their potentialities; the intention was to normalize them seeking their integration to the other studentsâ learning pace, not to transform the schoolâs practice in order to include them total and unconditionally. Now, under the egide of the inclusive school, was possible to notice that an important number of those professionals have been modifying their role into the schools, sometimes identifying themselves as teachers, and sometimes as technicians. Was noticed that a percentage of those teachers are in conflict, what can be understood as a professional identity crisis, once the inclusion paradigm requires from their part a new posture in face of the educational demands prompted by the precepts of the education for everyone, what is going to have an impact in terms of the need on the part of this teacher to review his role, unveiling another pedagogical doing. Was possible to observe, therefore, that the itinerant teacher is called to ressignify his role, and that is going to require from this professional a breakthrough in the integrationist model and the incorporation of structural changes in his daily teaching practice. So, the unveiling of the teaching skills coming from their pedagogical practice, might mobilize their attitude towards the demand for inclusive education and the ressignifying of their role; becoming during this process an agent of mediation

ASSUNTO(S)

educaÃÃo especial inclusion itinerant teacher pessoa com deficiÃncia saberes docentes educacao identidade docente pedagogical practice student with disability inclusÃo professor itinerante teaching skills teaching identity prÃtica pedagÃgica

ACESSO AO ARTIGO

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