Representações de professores acerca da inclusão de alunos com deficiência visual no ensino regular

Abstract

Prejudice, discrimination and lack of knowledge of the students specific needs can lead to exclusionary educational, practices and misconceptions in school , conceptualizing to students with disabilities as different or out a default, which justifies its social withdrawal and education. Inclusive education contributes to society deconstructs the paradigm that disability is a condition inherent to the individual who receives the stigma of people with disability with limitations that prevent you from learning or develop intellectually and develop a design able to see it as subject and unique capabilities, which do not relate to disability. The teacher s representation about the visual impairment students inclusion, one might say that sees how this issue is based on the representation that has it. The question will be based on the way to understand and interpret the inclusion of student and can directly influence their teaching, as well as guide their attitudes and behaviors. This research aims to study and analyze the representation of the teacher about the students inclusion with visual impairments in regular schools. To this end, one employs a field research through interviews with eight teachers from two public schools in São Paulo that have worked or work with students with visual impairments in regular classrooms. The interviews were extracted showing that significant portions of the projection, identification and transfer in transfer in the direction of the goals and content of the lessons of these teachers. It was concluded that attitudes like fear, fear and insecurity before the inclusion of students with visual impairments are reflective of the representations that the teacher has to include so transferred, especially in its actions in relation to students and their expectations for learning.