O processo de construção da identidade docente no contexto da educação inclusive

Abstract

The present work is a qualitative research with the objective of understanding how the teaching identity of the regent teacher who works with public students of special education - PEE in the context of inclusive education is constructed. Therefore, the investigation process was carried out with eight teachers from public schools in the city of Uberaba - MG, covering each segment (child education, elementary school - early years, elementary school - final years and high school). As data construction methods, Life History and Focus Group were used. First, individual thematic interviews were carried out with the research participants and, later, a Focus Group was held. For the data analysis process, Content Analysis was used, with two thematic axes being constructed: 1. Teacher Identity; 2. Construction of Teacher Identity in the Context of Inclusive Education. As a theoretical contribution, a literature review was carried out regarding inclusive education and teacher identity. Through the investigation carried out, it is considered that working with specificities is challenging in an educational system that prevents teachers from having quality time to socialize and strengthen themselves among their peers. It can be understood that the regent teacher is rebuilding his identity in a relatively new context in his professional career. Greater public investment in inclusive education is considered fundamental, subsidizing professional training and a better structure of schools to carry out meaningful work with all students. It is also considered the need to continue investigations on this subject, better understanding the constant nuances in the process of building the teaching identity in the context of inclusive education.