Saberes necesarios para la formación docente: discursos sobre educación inclusiva

Resumen

This article is based on postdoctoral research in Education, carried out within a national and international research network developing the study "School Violence: Discrimination, Bullying, and Responsibility", funded by CNPq (Call for Proposals: Citizenship, Violence, and Human Rights, grant no. 442702/2016-7). The central research question concerns the identification of conceptions held by teachers working directly with students in inclusive education settings, considering their initial and continuing professional development. The theoretical and methodological framework adopted is the Critical Theory of Society developed by Theodor Adorno, which problematizes categories such as autonomy, emancipation, democracy, praxis, and experience. In addition, the theoretical contributions of Michel Foucault are mobilized, particularly regarding the power-knowledge relationship as established in the management or governance of life—what he refers to as governmentality. The research was conducted in a public school in Niterói, Rio de Janeiro, and the object of analysis included data obtained from semi-structured interviews with Basic Education teachers, as well as official documents that support the Brazilian National Policy on Special Education from the Perspective of Inclusive Education. The results revealed that inclusion is still predominantly understood in a reductionist manner, often as a synonym for pedagogical and/or structural adaptations. This reflects a heteronomous teaching mindset, rooted in prescriptive and technicist pedagogical practices. Furthermore, disability continues to be interpreted by teachers as a combination of organic impossibility and social unproductiveness, thereby revealing a persistent rupture between theory and praxis.