Práticas integradoras no ensino superior: análise das experiências de inclusão nos de psicologia na perspectiva da teoria da complexidade e da transdisciplinaridade

Abstract

The present research was embedded in an experience as a teacher that resulted in our object of investigation, which was the pedagogical practices of the teachers developed with the students of the Psychology course and whose objective was benefiting the inclusion of the subjects. By virtue of the concern about the research object, we have traced the following problem question: How does teaching in psychology courses approach an inclusive practice that understands the subject beyond its cognitive dimension, considering it in its entirety? Thenceforth, we had as a general objective to investigate the pedagogical practices developed in the psychology course offered at the Federal University of Alagoas (UFAL) and its approximations to the integrative practices that contribute to an inclusive process which comprehends the subject beyond its cognitive dimension. As a specific objective, the research aimed to: Perform a literature review about integrative and inclusive learning practices based on the theory of complexity and transdisciplinarity; Identify and analyze the pedagogical practices developed in the Psychology course that are focused on the inclusion process, observing their approximations to the integrative practices which contribute to an inclusive process that understands the subject beyond its cognitive dimension. In this sense, from the standpoint of the need for knowledge production, the scientific relevance of developing studies with a focus on inclusion in higher education institution (HEI) is justified from the perspective of complexity and transdisciplinarity. Methodologically, this is an exploratory qualitative research. As a data collection instrument, we have used a structured interview. The research subjects were psychology professors at UFAL. All interviews were captured in audio using a recorder and it focused on identifying the movements that these teachers have done in order to build pedagogical practices that favors the inclusion process of handicapped students. The data were evaluated substantiating the content analysis framework and interpreted in the light of the theoretical framework of complexity, transdisciplinarity and PAII. As a result of this investigation, it was observed that in the psychology course of this mentioned HEI, there is a movement to carry out pedagogical practices in an attempt to contribute to the inclusion process of students with disabilities. The emerging content in the research speeches of subjects comes closer to the integrative and inclusive practices, though they share the view beyond a single dimension. Nevertheless, we have noted it is necessary enhancing the studies that tend to this theme. Finally, we noticed the openness of the interviewed professionals to learn new ways of teaching and learning using creativity as a fundamental subsidy in the construction of knowledge. This allows us to think about the existence of a dedication to carry out pedagogical practices that overcome the traditional teaching strategies.