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

Authors

  • Luciane Najar Smeha Centro Universitário Franciscano
  • Iolete de Vlieger Ferreira

Keywords:

Teacher’s Pleasure and Suffering, School Inclusion.

Abstract

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.

Downloads

Download data is not yet available.

Downloads

How to Cite

Smeha, L. N., & Ferreira, I. de V. (2013). The teacher ́s pleasure and suffering in the process of school inclusion. Special Education Magazine, 21(31). Retrieved from https://periodicos.ufsm.br/educacaoespecial/article/view/8

Issue

Revista Educação Especial, v. 21, n. 31, 2008

Section

Continuous Demand

License

Declaration of originality

We declare that all articles present in the journal Revista Educação Especial (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction.  We also declare that, after being published by Revista Educação Especial (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.

We also acknowledge that the originals’ submission to Revista Educação Especial (UFSM) implies on a transference of copyright for physical and digital publishing to the journal. In case of noncompliance, the violator will receive sanctions and penalties predicted by the Brazilian Copyright Protection Law (n. 9610, dated 19/02/98).