Docência e inclusão: viagem pelas narrativas de experiências curriculares no apoio educacional especializado, em pandemia

Abstract

The research, presented as a journey through experience (LARROSA, 2014), problematizes the meanings that emerge from the narratives (PASSEGGI, 2016) of specialized educational support teachers in the city of Niterói when talking about curricular productions (GARCIA, 2015) possible in the period of 2020 and 2021, in which we are experiencing the social isolation caused by the covid-19 pandemic. It is politically-epistemologically close to the researches about everyday school life (ALVES, 2001, 2008) and assumes conversations as a methodological principle for working with narratives (GARCIA; RODRIGUES; GONÇALVES, 2018; PASSEGGI, 2016). The text is entangled by the author's autobiographical narrative reflexivity (PASSEGGI, 2021) and understands the teaching narratives as paths that corroborate thinking about curricula as everyday productions of meanings (GARCIA, 2015), mobilizing the move out-of-invisibility of resistances to the curricular centralizations present in inclusive practical policies from the public schools that integrate the research.