Concepções sobre práticas de inclusão e suas implicações nas ações pedagógicas

Abstract

This study aimed to understand how the process of inclusion in a federal institution of professional education in the countryside of Pernambuco state occurs. For this purpose, we analyzed three teachers‟ speeches with Bachelor‟s Degree in Mathematics, about their concepts on inclusion practices. We did a historical overview to contextualize the economic, political, social and educational aspects which constitute this research scenario. We investigated documents done by the Ministry of Education and institutional documents concerned with the guidelines to be developed in the institution researched withregard to their teaching. Interviews were conducted with semi-structured questions with the inclusion as a central theme in education. The data collected were subjected to discourse analysis, considering the subjects and their implications, ideological positions, the production of discourses conditions and the meanings related to inclusion. Through the enuciating discursive universe articulated with the multi referentiality approach, we performed a plural reading of the investigated object making it possible to identify how teaching practices influence this inclusive process in the institution. This research allows that those involved in the educational process reflect on their teaching and that contributes to the understanding of the need to reframe the cultures and practices that differ from the Inclusive Education.