Mediação escolar: entre práticas e experiências de professores na educação básica

Abstract

This paper proposes to see the practices of mediation in some schools of basic education in the city of Itaboraí. Mediation is more present every time in schools of basic education and making it visible and expressible ir part of this research. For so, cartography (PASSOS; KASTRUP; ESCÓSSIA, 2012) the practices of experience (LARROSA, 2002, 2011a, 2011b, 2014) of six teachers that work in the field in special education makes itself present. Such teachers act out directly with blind or low vision students in different attributions: regular class teacher, mediator teacher and resource class teacher. The researcher also participants of this research as one of the teachers who tells their practices and experiences in the field, being, this way, an intervention-research. The methodological path was primarily to tense the concepts of regulation, normalcy and abnormality (FOUCAULT, 2003, 2008, 2009; FABRIS; LOPES, 2013) so present in special education speeches. The second point was a dive in legal frameworks, both federal and municipal (from São Gonçalo and Itaboraí), to search for breaches, traces, clues that could have some element to think the role of mediation. Next, through conversation interviews and field notes, the idea of mediation presented through the practice of the teachers is analyzed. With these moments, it was possible to cartograph some clues that are inherent to teh function of the mediator teacher: autonomy, contect, trust... However, the struggle here was to give visibility to a role of basic school that has been gaining time-space and recognition inside the school. Mediator teachers have been accepting their role in the process of the current insertion model of students with disabilities: inclusion. This teacher accepts, along with other teachers responsible for the special education modality, the role of positioning between the needs of students and having for them an individualized space-time place, as a consequence of what emerges from the meeting of cartography, experience and school mediation.