A (trans)formação de educadores por meio do trabalho com narrativas no contexto inclusivo

Abstract

Abstract: The challenges observed in the process of including students with disabilities in ordinary schools suggest the need to develop proposals for the training of teachers and other education professionals that are able to promote reflections on the experiences lived by them and the concepts that underlie their actions. In this context, we developed a study in order to understand how the writing and sharing of autobiographical narratives enable the re-elaboration of the educators’ perceptions about the school inclusion of students with autism spectrum disorder (ASD). This study is part of a doctoral research characterized as research-training. We held ten on-line training meetings with 29 professionals from a state school that serves students in the final years of elementary and high school. Analyzing the data based on the evidentiary paradigm, we observed that the possibility of each narrative to be interpreted under different approaches and the diversity of aspects addressed in the narratives provided the participants of the meetings with opportunities for reflection and re-elaboration of the meanings attributed to their experiences. We conclude that training proposals based on the work with autobiographical narratives by educators can mobilize new ways of signifying the challenges and possibilities present in the context of inclusive education.