Autoconfrontação e o processo de inclusão: (re)vendo a atividade docente na educação superior

Abstract

The verified breakthroughs in different levels of education make the discussion about the inclusion of disabled students in higher education increasingly necessary. It seems relevant for us to enter the universe of Higher Education Institutions to verify how the inclusion process is built in that space, even because the growth in the number of registrations in this instance by these students has been significant. Thus, this study aimed to understand the teaching activities of a higher education professor who have in their classes a student with physical disabilities.This survey was based in the theoretical and methodological assumptions from the Socio-Historical Psychology, whose main representative is Vigotski, and from the Clinic of Activity, represented by Yves Clot. To this end, we have carried out a qualitative survey, using the technique of the self-confrotation. This survey was conducted with an university professor: Victor, a lecturer in the Bachelor's Degree in Theatre from an university in northeastern Brazil, 54 years old and 23 years of experience in higher education.The procedure for data collection consisted of an interview about his life's history and simple selfconfrontation.The analysis of the corpus was based on the meaning cores (AGUIAR; OZELLA, 2006).In particular, there were built three meaning cores in the live's story: "Live's history and reflection on career"; "Teacher education and teaching strategies: influences on educational know-how"; and "Sharing experiences: living with the disabled person".In the simple self-confrontation there were built two meaning cores: "The self-confrotantion technique: professional development contributions" and "Inclusion of students with disabilities and the changes in a drama teacher's activity."As a result, we found that the use of the self-confrontation technique engendered movements that produce new meanings to the teaching activity and inclusion in education.We considered tha the possibility of (re)viewing the activity itself and of having access to the real activity has increased the recognition possibilities of the teacher in relation to his activity, since he had the opportunity to think about their teaching practice.We, then, ponder that this research points to the teacher training need within the higher education so that teachers recover their power to act and increase the available strategies for dealing with the real activity in an inclusive context.