O TRABALHO DOCENTE E A INCLUS O ESCOLAR: IMPACTOS E MUDAN AS EM SALA DE AULA

This study focuses on discussing some impacts of the inclusion policy in the work of school teachers of initial grades of elementary school. It aims at the description and analysis of classroom situations to understand pedagogical aspects detected with the aid of questionnaires, interviews and observations in an ethnographic approach. The obtained data were analyzed by means of the theoretical category habitus, proposed by Bourdieu (1989) and categories of action and practice, as bounded by Gimeno (1998). It was possible to identify initial impacts of policy changes and organized changes around a few key analysis selected for this presentation: procedures for teaching, learning, rate and dynamics of socialization. The initial hypothesis guiding the study was confirmed, because the school inclusion of students with disabilities in the mainstream of education networks causes differentiated impacts to the work of teachers. Face to these provisions present in their habitus, the teachers began their work with extended practices such as cultural dispositions present in the schools established to work with children without disabilities. Gradually, they started to have different actions among them, but changing its procedures to teach so that all children could learn and to evaluate them, as well as they took measures to the needs for the dynamics of socialization among children, despite the accumulation of work and poor conditions. Resumo: Este estudo tem como foco problematizar alguns impactos da política de inclus o escolar no trabalho de professoras das séries iniciais do ensino fundamental. Seu objetivo é descrever e analisar situa es de sala de aula para compreens o de aspectos pedagógicos detectados com auxílio de questionários, entrevistas e observa es em abordagem de cunho etnográfico. Os dados obtidos foram analisados por meio da categoria teórica de habitus, proposta por Bourdieu (1989), e das categorias a o e prática, conforme delimitadas por Gimeno (1998). Foi possível identificar impactos iniciais das políticas e mudan as organizadas ao redor de algumas chaves de análise selecionadas para este artigo: procedimentos para ensinar, aprender, avaliar e dinamicas de socializa o. A hipótese inicial orientadora do estudo foi comprovada, pois a inclus o escolar de alunos com deficiência no ensino regular das redes de ensino causa impactos diferenciados no trabalho dos professores. Em face de disposi es presentes em seus habitus, as professoras iniciaram seu trabalho com as práticas entendidas como disposi es culturais presentes nas escolas instalada