REPRESENTAÇÕES SOBRE CRI (AÇÃO) NO ENSINAR E APRENDER PARA A EDUCAÇÃO INCLUSIVA

Abstract

This article is called Representations on Creativity in Teaching and Learning: for Inclusive Education. It is a research object that arises from our already completed doctorate and in this current context we are focusing on creativity in teaching and learning. The general and specific objectives were outlined as follows: general: to analyze how the act of creation can contribute to the implementation of Inclusive Education. The specific objectives: a) to identify which aspects of a training process can stimulate the exercise of creativity by education professionals for an inclusive educational practice; b) to listen to the teacher in their pedagogical training in order to contemplate the subjective processes that favor creative expression; c) to analyze the relevance of the process of understanding the social representations of teachers about school inclusion. This is a qualitative approach research. The main theorists who support the research object are named as follows. Moscovici (1976, 2001, 2015), Ornellas (2011, 2013), in the Theory of Social Representations. In relation to Inclusive Education, we refer to: Pessoti (1984). While, Creation the authors Martins and Vieira (2013), Ostrower (1977), Cores (2006). The research is based on the Theory of Social Representations articulated in the tripod: locus, state school of the city of Salvador and 12 teacher subjects were selected. The interview and the drawing as devices are present. The analysis of the collection was done through Discourse Analysis. The speeches generated in the interviews are anchored in representations in which the formative process allows teachers to find a place and position on the creation in inclusive teaching and learning.