Um estudo sobre a trajetória de professores itinerantes na escola regular, em Natal/RN - (1971 - 2011)

Abstract

The present study approaches the course of action of itinerant teachers linked to the Subcoordenadoria de Educação Especial/SEEC/RN, in state schools of Natal/RN, in the period from 1971 till 2011. We seek to restore historically the work of itinerant teachers accomplished in state schools of Natal/RN, and therefore analyze the course developed in the state public school system. For this work we used, as methodological reference the qualitative approach. The study consisted on a historical research with bases on thematic oral history, which allowed to appeal to itinerant teachers voices as primary evidence. For that, we used a semi structured interview and documentary sources. We had as participants 10 (ten) teachers using as criterion their performance on the quoted service, on the Special Education, for a period of at least 3 years. The location of the interview was varied, according to the convenience of the participant, however, there was a large concentration on the Subcoordenadoria de Educação Especial/SEEC. For organization and analyze of data we used Análise de Conteúdo, systematizing them for themes. The results shows that itinerant teachers realize that the barriers and the difficulties for the participation and the learning process are not on the handicap student or on the student with another special educational necessity but on the context which they are immerse. Based on that they talk and propose solutions, including acting as interlocutors between the school and the Secretaria de Educação, revealing issues that anguish the educators on the daily school. Showing, yet, that they had act as agents of awareness, as mediators and guiding of the inclusion process with the scholar community. It was possible realize that – on the carrear of these teachers for more than four decades, on the Special Education, in Natal/RN, face the changes on paradigms that was introducing – that they were rebuild their knowledge and perform, intending to develop an education really inclusive in regular schools.