A DIMENSÃO CULTURAL DO PROCESSO DE INCLUSÃO: UMA ANÁLISE A PARTIR DA IDENTIDADE DO PROFESSOR

Abstract

The educational inclusion process has been source of many questions and frequently it has been a subject for researches in Special Education area. However, the analysis of this research is based on Educational Anthropology where we studied the teachers` identity to understand how they work in inclusion process. So the objective of this research is to understand consequences from teachers` professional identity during the educational inclusion process. The method was ethnography. Information about meetings in a Childhood Education school with teachers and pedagogical team and observation of students in initial years of Elementary School were written on a field diary. The scholar dynamics and symbolic links were analyzed after to observe unconditionally and to write information on field diary. Next, common aspects of identity were defined and finally they were associated to scholar inclusion in the teachers` identity process. Theoretically this research is based on André regarding ethnography in educational research; on Barth regarding identity studies; on Cunha regarding the concept culture between quotation marks to understand the identity as a kind of resistance in front of social conflicts; on McLaren to explain the resistance from the perspective of the occult curriculum in the scholar dynamics. The conclusion is educational practices are oriented by teachers` identity recognition. Teachers have a benevolent attitude with students and this factor causes some difficulties to teach part of students which are resistant in front of social conflicts lived in scholar dynamics, these conflicts also are source of frustration for teachers. These results point the limits of Special Education and the teachers` action in inclusion process as educators.