Emotions and teaching practices in inclusive education

Experiences in Brazilian public schools

Dados Bibliográficos

ID4197849
AutoresPaula Maria Ferreira De Faria (0000-0001-6804-8711, Faculdade Brasil), Ana Carolina Lopes Venâncio (0000-0002-8733-2969), Denise De Camargo (0000-0001-9092-9988, Universidade Federal do Paraná)
Ano2023
Volume30
Páginase14738
Data de publicação2023-07-25
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoRevista Espaço Pedagógico (JOURNAL)
Identificadores do periódicoISSN: 0104-7469 • E-ISSN: 2238-0302
EditoraUPF Editora (PUBLISHER)
DOI10.5335/rep.v30i0.14738
OpenAlexW4386823697
IdiomaEN
Citações recebidas1
Referências citadas10

This article is an integrative synthesis of two studies conducted with teachers of inclusive classes in Brazil and discusses the reality of inclusive teaching in contemporary Brazilian schools. The goal is to foster reflection about emotions and teaching practices in inclusive contexts based on Vygotsky's Cultural-Historical Psychology. The results reveal that the practices express the Teacher's meanings and emotions to the inclusive process, affecting the teaching-learning processes. We conclude that the implementation of inclusive systems implies understanding the singularities of each real subject that is part of the school. Therefore, it is essential to recognize emotions and rethink practices, building new paths that promote and ensure real inclusion

Inclusion (mineral) · Mathematics education · Pedagogy · Process (computing) · Reflection (computer programming) · Social science · Sociology · Subject (documents) · Computer Science · Education Pedagogy and Practices · Psychology