Cintia Copit Freller

Atitudes de Professores em Relação à Educação Inclusiva

In order to analyze the attitudes of teachers towards inclusive education by means of the critical theory of the society, 14 elementary school teachers with and without experience with this type of education were interviewed; the teachers worked in public and private schools. The majority of the peopleinterviewed declared they were favorable to the inclusive education considering appropriate conditions such as: human resources, reduction of students in class, restriction to the number of students with intellectual disability, the necessity of the teacher to be an specialist in inclusive education and the presence of health professionals (such as doctors, psychologists and fonoaudiologists) in the school as well as the support of other teachers in class. As for the benefits and damages of the inclusive education, the results showed that the majority of the teachers thinks that the students without disability consider they are superior to the classmates with disability and half of the interviewed think that the presence of the students with disability does not disturb the apprenticeship of the students without disability; eventually, the majority of the teachers considers that the inclusive education favor both socialization and learning of the students with disability.

A questão do rendimento escolar: subsídios para uma nova reflexão

Este artigo procura trazer algumas reflexoes a respeito da questao do rendimento escolar, priorizando discutir afirmacoes que comumente circulam na escola publica sobre as causas das dificuldades de aprendizagem das criancas das classes populares. Por um lado, constatou-se que o mau desempenho escolar nao pode, via regra, ser atribuido a caracteristicas individuais e/ou familiares. Por outro lado, apontou a necessidade de se conhecer, mais de perto, como tem se desenvolvido as praticas e os processos dos diversos protagonistas (professores, pais, diretores, alunos, funcionarios) envolvidos na producao escolar.

A produtividade acadêmica como imperativo moral: do sofrimento ao tédio

The one who proposes to make the criticism often faces the charge of having to propose something in the place of what is being criticized, leaving aside that the criticism, in itself, is already part of the transformative action, and that what should be modified is not only the specific target of the criticism, but rather the social totality that conforms it. Such accusation to the criticism paralyzes the thought, obstructed by the threat of being useless and powerless, but whose perception of uselessness – not chained to any immediate objective – and powerlessness – whose recognition is crucial to overcome this limit –, is fundamental. One becomes resigned. The question: “what to do?” can interrupt the criticism that would allow a glimpse of the adequate action. Certainly, the “criticism for no reason”, the “criticism without substance”, the “rebelliousness without a cause” must be questioned, but when one refutes the criticism concerning the boundaries of what is reflected, indicating what is being and what could eventually be sacrificed through denial, this sacrifice falls upon the criticism itself. As everything else that exists in the late capitalist society, characterized by the antagonism between social classes and by the predominance of the processes based on the principle of domination that reduces workers to appendices of machinery, by which they are “forzados en sus más íntimas emociones a adherirse al mecanismo social como portadores de un rol y a modelarse sin reservas según este mecanismo” (Adorno, 1968/2004, p. 336), the Brazilian universities and the research centers also seem to not be free from the modus operandi of the industrial production. They are full of contradictions that are difficult to analyze, thus the organization of the intellectual work that has thrived in its core ends up imposing to researchers, professors and students a specific form of relationship with knowledge and with its respective disclosure. This aspect considerably resembles the logic of industrial production, which reproduces, in the sphere of the supposedly autonomous thought, the

Limites da consciência de professores a respeito dos processos de produção e redução do bullying

Sous l’orientation de la Theorie Critique de la Societe, on a analyse le contenu d’entretiens avec 17 professeurs de cinq ecoles publiques de la ville de Sao Paulo au sujet de ce qui produit le bullying et de ce qui doit etre fait pour le reduire. On a identifie trois categories de reponses : des reponses qui expriment une conscience critique a l’egard de sa production et de sa reduction ; des reponses qui temoignent un engagement pour le combat contre le bullying, mais une conscience restreinte en ce qui concerne ses causes ; et, finalement, des reponses qui presentent une conscience restreinte sous les deux rapports. Comme la conscience fragilisee a ressorti dans la plupart des cas, on a conclu que l’amplification des actions destinees a la formation conceptuelle la fortifierait avec les professionnels qui se proposent d’affronter ce type de violence, soit par l’intervention directe, soit par le developpement de recherches, soit par la proposition de politiques publiques.

Teachers attitudes towards inclusive education

In order to analyze the attitudes of teachers towards inclusive education by means of the critical theory of the society, 14 elementary school teachers with and without experience with this type of education were interviewed; the teachers worked in public and private schools. The majority of the peopleinterviewed declared they were favorable to the inclusive education considering appropriate conditions such as: human resources, reduction of students in class, restriction to the number of students with intellectual disability, the necessity of the teacher to be an specialist in inclusive education and the presence of health professionals (such as doctors, psychologists and fonoaudiologists) in the school as well as the support of other teachers in class. As for the benefits and damages of the inclusive education, the results showed that the majority of the teachers thinks that the students without disability consider they are superior to the classmates with disability and half of the interviewed think that the presence of the students with disability does not disturb the apprenticeship of the students without disability; eventually, the majority of the teachers considers that the inclusive education favor both socialization and learning of the students with disability.

Actitudes de maestros con relación a la educación inclusiva

In order to analyze the attitudes of teachers towards inclusive education by means of the critical theory of the society, 14 elementary school teachers with and without experience with this type of education were interviewed; the teachers worked in public and private schools. The majority of the peopleinterviewed declared they were favorable to the inclusive education considering appropriate conditions such as: human resources, reduction of students in class, restriction to the number of students with intellectual disability, the necessity of the teacher to be an specialist in inclusive education and the presence of health professionals (such as doctors, psychologists and fonoaudiologists) in the school as well as the support of other teachers in class. As for the benefits and damages of the inclusive education, the results showed that the majority of the teachers thinks that the students without disability consider they are superior to the classmates with disability and half of the interviewed think that the presence of the students with disability does not disturb the apprenticeship of the students without disability; eventually, the majority of the teachers considers that the inclusive education favor both socialization and learning of the students with disability.