Inclusion and self-concept: reflections about teachers’ formation

Abstract

The debate concerning the inclusive process motivated the accomplishment of this bibliographical study, approaching teachers’ self-concept when facing the inclusion of students with special educational needs (SSEN) on regular classes. Psychology, Special Education and Education basic concepts, were used to build up a theoretical matrix in intention to contribute to teachers’ formation and the inclusive paradigm. It was noted that teachers need to wonder about self-concept, trying to improve self-knowledge, therefore the teacher-student relationship, goes beyond the transmission of contents, involving the psychic characteristics of both. It urges to give teachers instruments, so that they will perform with more confident and will be able to give new meanings to their pedagogical practice regarding SSEN. It is recommended to give continuity to this research, by means of a work centered in the person of the teacher as somebody that needs to be supported and to be listened. The establishment of mutual support groups, in which the same professors can speak of itself and share yearnings, desires and needs, will help to create facing strategies related to self-concept, as well as to distinguish the formation, not only as the acquisition of knowledge or abilities, but as a personal development process.