AS CONFIGURAÇÕES SUBJETIVAS DE PROFESSORES-COORDENADORES DE UM INSTITUTO FEDERAL QUE ATUAM JUNTO AOS ESTUDANTES COM DEFICIÊNCIA.

Abstract

This research project addresses the hardships of including students with disabilities on the technological professional education program. It was developed in the education post graduation program in the Universidade Federal de Mato Grosso do Sul, in the research areas of education, culture and society. The main goal was to understand how the subjective requisites develop themselves on the teaching position in the professional and technological Education in the graduated professionals that occupy coordination positions on the education, research and extension areas and work with students with disabilities. Our specific objectives were: 1. Comprehend how the decision to enroll in an education position contest happens; 2. Identify how continued formation spaces are built inside the institution; 3. To know the institution/campus coordination group integration process; 4. Identify subjective productiond of these professionals about the student with disabilities right to education; 5. Identify how institucional social subjectivy is consonante with the double working function (teaching and coordination) impacts on the didactic organization and caring of students with disabilities.This research was developed on a midwest region Instituto Federal. Our initial conjectures pointed to the reality perception that the non formation on a teaching specialization would consolidate a barrier in the inclusion process in the form of a didactic organization which won't contemplate the specific needs of students with disabilities. In this regard we looked forward to the Theory of Subjectivity, created by the researcher Fernando Luis González Rey; so, the research was based on the constructive-interpretative method, its information building instruments were half-structured interviews, phrases completion and conversational dynamics; instruments covered by qualitative epistemology, which comes from Theory of Subjectivity. In our paper two teachers who were in the campus management group took part. Some hypothesis we built, in the process of building the information, we perceive the professional choice for financial stability; and that the coordinator function, accepted as a way to contribute to the institution, would generate an workload accumulation which would pass through completely the teaching didactic organization, detrimental to the class planning. This dynamic makes the teacher training process, mainly in the special education modality, to be informal, happening in the intervals of others functions, though information shared among its peers; It also generates frustration with the feeling of incompatibility among the compromises of the functions of a coordinator and the teacher's didactic organization. Our theses point to: the subjective dimensions of the didactic and pedagogical organization distanced themselves from the perspective of Inclusive Education and special education was understood as an appendix of the institutional dynamics; the need to serve people with disabilities was a result of the particular experiences of each participant and not of a professional training policy; professional training should be thought of in a transversal way and articulated with the other sectors of the institution; course coordination activities are equidistant from the learning needs of students with disabilities from the perspective of collaborative teaching; coordination work is limited to formulating and monitoring bureaucratic processes.