As políticas de formação continuada de professores na construção do trabalho docente com os alunos com deficiência no contexto da Educação Especial na perspectiva inclusiva

Abstract

This study aims to problematize the policies of continuing teacher education, as they are interpreted, translated and implemented in a municipal public network of Basic Education, based on the experiences of teachers in the construction of teaching work with students with disabilities. Recognizing the epistemological differences, the research is based on the theoretical and methodological assumptions of the Historical-Cultural Theory of Human Development (Vygotsky, 2000; 2018; 2021), in dialogue with the studies on educational policies by Stephen Ball and collaborators (Ball, 1993; 2015; Ball; Maguire; Braun, 2021), especially with regard to the Theory of Policy Enactment. The methodology adopted involved research with documents and also with the Paulo Freire Department of Research and Continuing Education (DPFPF) and with the school. Texts of national and municipal policies that regulate continuing teacher education were analyzed, as well as institutional documents from the DPFPF and the school. The research with the DPFPF and the school was constructed through observation/participation, in addition to semi-structured interviews. The interviews were conducted with the director of the DPFPF and with managers and teachers who work in different roles in the school dynamics; the moments of observation/participation took place during activities developed at the school. To assist in the construction of the research data, we kept records in a field diary, in addition to audio and video recordings. From the research with documents, we highlight the perception that policies aimed at teacher training have been systematically contingent on political-electoral cycles, being forged and designed in a way to prioritize the government agenda and its predominant interests. Furthermore, an analysis of the political and legislative documents that regulate the continuing education of teachers in the context of the municipality of Duque de Caxias showed that the policies developed within the municipality are based on national policies and legislation, and that the marks of neoliberalism are evident in both contexts, which have been promoting processes of flexibilization and precariousness in labor relations. Furthermore, the investigation also demonstrated that, despite the limitations imposed by the precariousness processes related to the adoption of the perspective, the policies developed within the scope of the DPFPF and the school are elements capable of positively impacting the construction of teaching work with students with disabilities, with the forms of translation and action undertaken by the subjects in the context of the implementation of these policies being a determining factor.