Abstract:
RESUMO: No Brasil, de forma mais intensa na última década do século XX e início deste século, as escolas têm vivenciado grandes dificuldades relacionadas à inserção de alunos com deficiência no sistema regular de ensino. Enquanto determinação legal, a matrícula desses alunos tornou-se uma realidade e, em todos os níveis de ensino, é cobrada dos professores a responsabilidade de incluir a todos na escola. Essa responsabilidade imputada aos professores gerou uma nova demanda em sua formação: que o Curso de Pedagogia seja capaz de formar professores aptos a realizar uma efetiva inclusão escolar. Em consequência, os professores de Pedagogia têm sido desafiados a adequarem suas práticas educativas em função dessa demanda. A reflexão sobre o tema inspirou o objetivo deste estudo: investigar como os professores do Curso de Pedagogia têm conduzido a prática educativa, na perspectiva de formar professores capazes de realizar a inclusão escolar de alunos com deficiência. As ideias de Nóvoa (1995), Imbernón (2010), Franco (2009), Carvalho (2010), Castanho e Freitas (2005), Glat e Pletsch (2004), Mantoan (2001, 2006), Mendes (2010) e Veiga (2014) serviram de arcabouço teórico para fundamentar a defesa da seguinte tese: a prática educativa dos professores de Pedagogia com vistas em formar professores aptos a viabilizar a inclusão escolar, está condicionada a uma formação continuada que atenda às demandas formativas desses professores formadores, relativas aos princípios e fundamentos teórico-metodológicos da Educação Inclusiva, tendo em vista as dimensões éticas, afetivas e políticos sociais que envolvem esse processo. Como orientação metodológica, este estudo encontrou suporte no método autobiográfico, tendo como metodologia a pesquisa narrativa. Foram utilizadas como técnicas de produção de dados o Memorial de Formação, o Grupo de Discussão, sendo necessária a análise de alguns documentos. Como interlocutores da pesquisa foram selecionados seis professores de Pedagogia da UFPI. A relevância da pesquisa encontra-se na necessidade emergente de ouvir os professores formadores de professores sobre suas demandas formativas e sobre sua atualização profissional no que concerne à Educação Inclusiva, considerando que os mesmos estão em constante processo de formação e que devem acompanhar às inovações da docência superior no sentido de atender às inovações educacionais. Os dados produzidos foram tratados através da técnica de análise de conteúdo, com base na proposta de Poirier, Clapier-Valladon e Raybaut (1999). Os resultados da pesquisa revelaram que, mesmo aqueles professores que ministram disciplinas relacionadas à temática e que realizam estudos e pesquisas na área, sentem-se inseguros em sua prática educativa no que se refere a como orientar seus alunos, futuros professores, a realizarem a inclusão escolar. A constatação de que os mesmos não conhecem ou conhecem apenas superficialmente aspectos importantes inerentes aos processos de planejamento, execução da aula e avaliação no contexto inclusivo, juntamente com outras demandas formativas reveladas no âmbito da prática educativa desses professores, confirmaram a tese levantada. ABSTRACT: In Brazil, more intensely in the last decade of the XX century and beginning of this century, schools have experienced great difficulties related to the inclusion of students with disabilities in the regular system of education. As a legal determination, the enrollment of these students has become a reality and, at all levels of education, teachers are charged with the responsibility of including everyone in school. This responsibility imputed to the teachers generated a new demand in their formation: that the Course of Pedagogy is able to train teachers able to realize an effective school inclusion. As a consequence, Pedagogy teachers have been challenged to adapt their educational practices to this demand. The reflection on the theme inspired the objective of this study: to investigate how teachers of the Pedagogy Course have conducted the educational practice, with the perspective of training teachers capable of accomplishing the school inclusion of students with disabilities. The ideas of Nóvoa (1995), Imbernón (2010), Franco (2009), Carvalho (2010), Castanho and Freitas (2005), Glat and Pletsch (2004), Mantoan (2001, 2006), Mendes (2014) served as a theoretical framework to support the defense of the following thesis: the pedagogical practice of teachers of Pedagogy with a view to forming teachers able to make school inclusion viable is conditioned to a continuous formation that attends to the formative demands of these teachers, relative to the principles and theoretical-methodological foundations of Inclusive Education, considering the ethical, affective and social political dimensions that involve this process. As methodological orientation, this study found support in the autobiographical method, having as methodology the narrative research. The Training Memorial, the Discussion Group, was used as data production techniques, and it is necessary to analyze some documents. As research interlocutors were selected six professors of Pedagogy of the UFPI. The relevance of the research lies in the emerging need to listen to teacher-training teachers about their educational demands and about their professional updating regarding Inclusive Education, considering that they are in constant training process and that they must accompany the innovations of the teaching in order to attend educational innovations. The data produced were treated using the technique of content analysis, based on the proposal of Poirier, Clapier-Valladon and Raybaut (1999). The results of the research revealed that even those teachers who teach subjects related to the subject and who carry out studies and research in the area, feel insecure in their educational practice as to how to guide their students, future teachers, to carry out the inclusion school. The fact that they do not know or know only superficially important aspects inherent to the processes of planning, class execution and evaluation in the inclusive context, together with other formative demands revealed in the scope of the educational practice of these teachers, confirmed the thesis. RÉSUMÉ: Au Brésil, d’une manière plus intense à partir de la dernière décennie du siècle passé et au début de ce siècle, les écoles ont connu de grandes difficultés associées à l’inclusion des élèves affectés d’un handicap physique ou mental au sein du système d’enseignement régulier. Légalement, l’inscription de ces élèves est devenue une réalité et, à tous les niveaux de l’éducation, les enseignants sont ainsi responsables de l’inclusion de tous les inscrits. Cette responsabilité imputée aux enseignants a créé une nouvelle exigence dans le cadre de leur formation : la licence en pédagogie doit être à même de former des professeurs aptes à mettre en oeuvre une inclusion scolaire efficace. Par conséquent, les professeurs de pédagogie ont dû répondre au défi d’adapter leurs pratiques éducatives à cet impératif. La réflexion sur ce thème a inspiré l’objectif de cette étude, qui consiste à découvrir de quelle manière les professeurs de pédagogie conduisent leur pratique éducative en vue de former des enseignants capables de mener à bien l’inclusion scolaire des élèves handicapés. Les idées de Nóvoa (1995), Imbernón (2010), Franco (2009), Carvalho (2010), Castanho et Freitas (2005), Glat et Pletsch (2004), Mantoan (2001, 2006), Mendes (2010) et Veiga (2014) ont apporté le cadre théorique permettant de soutenir la thèse suivante : la pratique éducative des professeurs de pédagogie visant à former des enseignants aptes à rendre faisable l’inclusion scolaire, est conditionnée par une formation continue répondant aux besoins de la formation de ces enseignants formateurs et abordant les principes et fondements théorico-méthodologiques de l’Éducation inclusive, tout en prenant en compte les dimensions éthiques, affectives, politiques et sociales concernées par ce processus. Pour son orientation méthodologique, cette étude s’est fondée sur la méthode autobiographique et la recherche narrative. Le Mémoire de formation et le Groupe de discussion ont été utilisés comme techniques de production de données, impliquant l’analyse de certains documents. Comme interlocuteurs des recherches, six professeurs de pédagogie de l’Université fédérale de l’État de Piauí (UFPI) ont été sélectionnés. L’importance de la recherche réside dans le besoin émergent d’écouter les professeurs formateurs d’enseignants à propos de leurs besoins en matière de formation et de développement professionnel en ce qui concerne l’inclusion scolaire, étant donné qu’ils sont en formation continue et doivent accompagner les innovations dans l’enseignement supérieur afin d’être en phase avec les innovations éducatives. Les données produites ont été traitées à l’aide de la technique de l’analyse de contenu, basée sur la proposition de Poirier, Clapier-Valladon et Raybaut (1999). Les résultats des recherches ont révélé que même les professeurs en charge des matières liées aux études de cette thématique et effectuant des recherches dans ce domaine ne se sentent pas à l’aise dans leur pratique éducative concernant la façon d’aider leurs étudiants, les futurs enseignants, à mener à bien l’inclusion scolaire. La constatation de leur méconnaissance ou d’une connaissance superficielle d’aspects importants des processus de planification, de l’exécution des cours et de l’évaluation dans un contexte d’inclusion, associée à d’autres demandes en formation, mises en exergue dans le cadre de la pratique éducative de ces professeurs, ont confirmé notre thèse.