Epistemological conceptions and pedagogical practices of the teachers of Vale dos Sinos/RS in the context of inclusive education

Abstract

This article aims to present research conducted with teachers from Vale do Sinos/RS, who attend, in regular classes, students with intellectual disabilities and/or atypical development, about their epistemological conception and their pedagogical practice. In this context, it aims to verify what are the epistemological conceptions of teachers from Vale dos Sinos/RS and what are the implications of these conceptions in their practice about inclusive education. To this end, 7 teachers were asked to position themselves in relation to four education dilemmas created for this research. The analysis of the teachers' answers revealed that most of them teach in the same way as they learn, with directive pedagogical practices, based on an empiricist epistemological conception, for students with or without disabilities and/or typical or atypical development. This result suggests that his view on inclusion deserves to be reviewed, to follow a proposal with a more focused view of effective inclusion.