REPRESENTAÇÕES SOCIAIS SOBRE A PRÁTICA PEDAGÓGICA NOS ANOS FINAIS DO ENSINO FUNDAMENTAL

Abstract

This research, in progress, intends to investigate the social representations about the pedagogical practices of teachers who work in the final years of elementary school, who have students with disabilities enrolled in the regular teaching network. Based on the theoretical framework of the Theory of Social Representations (MOSCOVICI, 2012,2015) and the observation techniques of Altet (2017), it is sought to identify which practices are performed by teachers inthe classroom and on which framework  they are based. The study  has a qualitative approach of exploratory  character, carried through the technique of evocation, obsevation of classes and semi-estructured interviews. The data are being organized and observed through Content Analysis (BARDIN, 2007, FRANCO, 2012), still in progress. From the data analyzed so far, it is observed that some teachers already have a holistic view of the student, but others still do not feel prepared, indicating that students with disabilities have "lack" or "absence"of something.