Caos(ando) a inclusão : um outro olhar sobre as práticas pedagógicas dos professores de química

Abstract

Policies and inclusive practices, which constitutes an imperative of state are put into action mainly through school machinery. To the extent that actions invent and put into circulation new devices - (which aim to shape new subject positions) - corroborate the production of subjectivities inclusive. Within this context, I wanted to see how the chemistry teachers are subjectified through the inclusion of real status and how this imperative is reflected in their teaching practices. For this I tried to understand inclusion as an array of experience, consisting of knowledge, norms of behavior and ways of being that corroborate that it stays with the mandatory status of state. I adopted as a methodological tool theoretical perspective the concepts developed by Michel Foucault: governamento and subjectivity. Data collection was performed abeam of narrative interviews with teachers, whose triggering question was related the story of a pedagogical practice exercised by the teacher, which it judged to be relevant. For the analysis of the narratives, I chose to form joint enunciation and from them to analyze the positions subject teachers take and the types of subjectivities that these positions refer. At the end, I tried to realize approaches to the notion of function educator, believing that to realize their creative acts the teachers interviewed following, even unconsciously, the same line proposed by this function; and still, taking as its premise that operator, we can think of other ways education. Language education that is not only based on learning language, but a responsive and responsible language.