Segundas professoras e sociabilização de alunos com deficiência: um estudo de caso da educação inclusiva

Abstract

For a long time people with disabilities had a parallel and segregated process of education, which reflects social participation of this minority often invisible in the social processes. Because of that, this paper seeks to understand, through participant observation with a final objective, the ethnography, to understand how socialization occurs in high school classes of a public school in the municipality of Chapecó-SC. The research was carried out in high school classes, that attend the premise of public policies focused on inclusive education. The observed classrooms have fundamentally students with disabilities and also the presence of second teachers, a compulsory school practice, by law, throughout the state of Santa Catarina. As school is a way of accessing specific knowledge and meanings, it plays an important role in promoting social inclusion, education of the individual guarantees the effective participation of all in the community to which it is inserted, just as socialization is also fundamental for the construction of their identity.