Abstract

FASOLO, Liege Bertolini  and  GURSKI, Roselene. Some notes on a work of listening and experience at the Conversation Rounds with teachers in the context of inclusion: From "One-way street" to "Passages". Estilos clin. [online]. 2018, vol.23, n.2, pp. 406-429. ISSN 1415-7128.  http://dx.doi.org/10.11606/issn.1981-1624.v23i2p406-429.

This article is an excerpt of a Master's thesis based on the experience of teachers who assist schoolchildren with special needs in two public schools located in a country town in the state of Rio Grande do Sul, Brazil. The study investigated the way the Conversation Rounds can contribute to the continuous education of teachers who have students regarded as having special needs. The main purpose of the study was questioning whether the instrument of teachers' listening/intervention would be able to shift from the complaint to the enigma when the experience of the educator is highlighted in the context of inclusive education. The methodology used to conduct and analyze the material at the Rounds was inspired in the psychoanalytic listening, combined with the ethics-methodological effects from Walter Benjamin's theme of experience. The paper especially contributes to thinking about the construction of the knowledge of experience as a way of crossing to a micropolitics of inclusion.

Keywords : psychoanalysis; teacher's continuous education; inclusion; experience.

        · abstract in Portuguese | Spanish     · text in Portuguese     · Portuguese ( pdf )