História de vida da professora Dulce Barros de Almeida: protagonismo acadêmico-científico e formação de professores na perspectiva inclusiva em Goiás

Abstract

Understanding the relationship between education and society means revealing the sometimes ambiguous demands in which education is involved in the face of the State's administrative discretion when propagating educational reforms based on the principles of neoliberalism. In which we foresee the worsening of social and educational inequalities, as well as the impoverishment of Brazilian society, impacting above all the most vulnerable and historically stigmatized and oppressed social categories, such as people with disabilities, global development disorders and high abilities/giftedness, who are the target audience of Special Education. Given this socio-historical context, we address the following investigative questions: What actions could we mobilize as a means of resistance and professional authenticity in the face of the ongoing process of devaluation of education, teachers and students? What resources do we have at our disposal in the face of and in the context of worsening inequalities and the (re)production of exclusionary and segregating practices? And more specifically, Apple (2017) and Evangelista and Triches (2015) invite us to ponder: Teacher: the profession that can change a country? And education, can it change society? Thus, based on this overview of teacher training and professionalization; the centrality of the school and Special and Inclusive Education; as well as the life story of the teacher in this process of generating emancipatory experiences in favor of the affirmation and/or institution of social and educational rights. This master's dissertation proposes, as a general objective, to outline the thought and pedagogical protagonism of professor Dulce Barros de Almeida. As specific objectives, it proposes to reconstruct the historical context of Special Education in Goiás based on the life story of a teacher who worked in public education in elementary and higher education; and, in this perspective, we intend to learn from the analysis of academic, documentary and oral records about her contributions in the political-educational context and in teacher training from an inclusive perspective in the state of Goiás. Therefore, this is a qualitative and exploratory research based on the Life History method, which uses a systematic set of interview, transcription and analysis techniques of data triangulation (oral, coming from people with professional-academic ties to Professor Dulce, in memoriam; academic-scientific, from productions by Dulce Barros de Almeida and other critical references in the educational area; and documentary, such as public educational policies, photographs, academic memorial and Lattes curriculum). The results from this study indicate that the answers to these questions lie in the pedagogical protagonism of Professor Dulce in her professional-academic performance. Furthermore, it is clear that not only memories and historical data (academic, documentary and oral) emerged, but also deep reflections on the role of the educator in the weaving of teacher training from inclusive perspectives and the creation of welcoming, critical, significant, emancipatory, democratic and inclusive educational environments. Which call on us to rethink school practices, established public and educational policies, as well as the role of the teacher and education in the face of the transformation of praxis in the face of confronting inequalities and pedagogical neoliberalism.