Teacher’s representations: the look for the students with special education needs

Abstract

This research is focused on the teacher’s representations in relation to the student with special education needs. The central question of this analysis is around its identification in order to investigate what images and listed are associated with the process and how such representations were constructed in the context of the practices and experiences of the subjects in the scope of the Special Education. According to this are presented the analysis’ prospects, in line with the theoretical position in consequence of the cultural studies in education’s field, in its aspect post structuralism. The methodology routing of the analysis of this issue is in a conversation/interview with the teachers that work together with the students with SENs (Special Education Needs) in different levels of education, and through the notes made during the directs observations. Thinking about their teachers looks, the highlight is a set of representations that is established from normal x abnormal pars that constitute certain discursive practices. I highlight that all debate about Special Education must begin from a questioning about the politics and practices of enunciations and representations based on the proposals.