ANÁLISE DAS RELAÇÕES DOCENTE EM SALA DE AULA COM PERSPECTIVAS DE SER INCLUSIVA

Angela Meneghello Passos; Sergio de Mello Arruda; Marinez Meneghello Passos

doi:10.22600/1518-8795.ienci2016v20n3p84

Analysis of teacher relations with teaching in classroom with prospects to be inclusive

Authors

Angela Meneghello Passos Instituto Federal do Paraná – Campus Londrina. Rua João XXIII, 600. Jardim Dom Bosco. CEP: 86060-370. Londrina – PR
Sergio de Mello Arruda Universidade Estadual de Londrina. Rodovia Celso Garcia Cid. Pr 445 Km 380. Museu de Ciência e Tecnologia de Londrina. Campus Universitário. Cx. Postal 10.011. CEP 86.057-970. Londrina – PR
Marinez Meneghello Passos Universidade Estadual de Londrina. Rodovia Celso Garcia Cid. Pr 445 Km 380. Museu de Ciência e Tecnologia de Londrina. Campus Universitário. Cx. Postal 10.011. CEP 86.057-970. Londrina – PR

DOI:

https://doi.org/10.22600/1518-8795.ienci2016v20n3p84

Keywords:

Teaching relations, Relation with knowledge, 3x3 matrix, Inclusive education, Teacher education.

Abstract

This article presents a proposal for the analysis of teaching relationships in the classroom with prospects of being inclusive, having as theoretical support an instrument called 3x3 matrix. This matrix enables us to understand the actions of the teacher in the classroom based on the relationship with knowledge, teaching and learning in epistemic, personal and social dimensions. The main question that guided this research was: What teacher relationships is possible to see in a classroom with prospects of being inclusive? The methodological procedures were based on discursive textual analysis. Among other, results provided by this research are: the evidence that there is an increase in teaching tasks in the classroom with prospects to be inclusive; the need to expand the 3x3 matrix to accommodate the new teacher relations; and that the presence of the student with disabilities changes the classroom setting and stimulates the concern of the teacher with learning leading him to pay attention to the social dimension of the relationship with knowledge.

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Published

2015-12-31

How to Cite

Passos, A. M., Arruda, S. de M., & Passos, M. M. (2015). Analysis of teacher relations with teaching in classroom with prospects to be inclusive. Investigations in Science Education, 20(3), 84–115. https://doi.org/10.22600/1518-8795.ienci2016v20n3p84

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Issue

Vol. 20 No. 3 (2015): December of 2015

Section

Artigos

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