The teacher ́s pleasure and suffering in the process of school inclusion

• Main Authors: Luciane Najar Smeha, Iolete de Vlieger Ferreira
• Format: Article
• Language: Portuguese
• Published: Universidade Federal de Santa Maria (UFSM) 2013-06-01
• Series: Revista Educação Especial
• Subjects: Teacher’s Pleasure and Suffering; School Inclusion.
• Online Access: http://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/article/view/8

The current article deals with the pleasure and suffering of teachers working with school inclusion processes. Its goal was to identify the feelings of pleasure and suffering experienced by teachers of regular school systems who work with the inclusion of handicapped students. Four teachers of junior high school who work in three state schools in the city of Santa Maria/RS were interviewed in the period from August to October, 2006. The data were studied with the qualitative textual analysis of Moraes (2003). The results showed that the suffering of teachers, with the inclusive process, originate in the difficulties found in their pedagogical practices, especially for the lack of training in their academic studies and the lack of resources in schools to meet the paradigm of inclusion education. It is highlighted that, in spite of the suffering being imminent, the teachers’ pleasure in working with inclusion is related to the affective bound that they establishes with their students, constituting a positive representation in the teachers’ practice.