“A inclusão inclui, mas também exclui” : a construção das identidades profissionais de professoras PcD

Abstract

Studies on Education and Inclusive Teaching have been on the agenda of Brazilian society. This topic circulates in various mediums, both on social media and in the creation of public policies aimed at including People with Disabilities (PwD) in social settings. This discussion has been particularly brought up in Basic Education Schools and in research conducted by various universities. This research explores different perspectives of identity, focusing on PwD teachers, while also addressing Inclusive Education and terms associated with People with Disabilities, from the struggle for rights to the creation of the Disability Statute. For data generation, the research uses a qualitative approach with the use of two methods: writing personal narratives and narrative interviews. The general objective of the study is to investigate how PwD teachers overcame prejudice and developed their professional identities, and the specific objectives are to analyze the impact of experiences lived by PwDs on identity construction and to identify various identity manifestations among PwD teachers. The research involves three PwD participants, all teachers, two residing in the metropolitan region of Porto Alegre, Rio Grande do Sul, and one in the state of Tocantins. The results highlight that social relationships influence identity construction, impacting classroom practices. Additionally, the observed identity manifestations are not limited to the professional realm, extending to roles such as mother, daughter, student, and wife.