Inclusion in teachers' voices: emotions, meanings and practices on the school floor from the historical-cultural perspective

Abstract

This paper presents the findings of two qualitative studies conducted with teachers in the early years of elementary school, whose themes address school inclusion. The first study aimed to investigate the potential of a support group among teachers in meeting diversity and inclusion, using the methodology proposed by Nicolini (2013). The second study investigated teachers' emotions regarding school inclusion, using structured, semi-structured interviews and the production of photographs by teachers. Both researches follow the references of the Historical-Cultural Theory and emphasize the emotion as promoter of the teaching and learning practices. The participating teachers reported emotions such as joy, satisfaction, frustration, loneliness and helplessness in the inclusive process, indicating the need to create networks that support teachers and managers and inform families and the school community about the real legal, practical and symbolic context of the project. inclusion. The participants also suggest the internal strengthening of the teams to reach the inclusion act, pointing the teacher training as key to the success of this movement. The results indicate that, despite the contradictory emotional experiences about inclusion, teachers have been dedicated to overcoming practical and emotional barriers to improve their action and meet the diversity present in the classroom. They also reinforce the need for the formation of support groups that value the cognitive and emotional aspects of teachers and students, seeking to guarantee the quality of work and teaching life and the meaningful learning of all students.