Autopoiesis and School Inclusion: Autobiographical Writings on Teacher Education and Teaching Work
DOI:
https://doi.org/10.35819/tear.v15.n1.a8259Abstract
Abstract: The article analyzes the contributions of autobiographical reflection carried out in the course Teacher Education and Teaching Work in Brazil, taken within the Academic Master’s Program in Education at XXX, in dialogue with the theoretical and methodological frameworks of a dissertation project on the inclusion of students with intellectual disabilities in secondary education, currently under development. It adopts a theoretical-reflective perspective, grounded in autopoietic writings based on the literature studied in both the course and the research project. This approach makes it possible to articulate historical, political, and ethical aspects of teaching work, especially in light of the challenges related to the school inclusion of students with intellectual disabilities (ID). The study seeks to understand how the identity of being a teacher is constructed from the contradictions present in the history of Brazilian education, the conditions of precarious teaching work, and the demands of current educational policies. It also analyzes how these factors influence the development of pedagogical practices aimed at inclusion, highlighting the complexity of the educational context. It is concluded that teaching practice reveals itself as an ethical process of personal (re)creation, marked by resistance and confrontation with the forces that precarize teacher education and teaching work, which affect the daily reality of inclusive educational practice. The article emphasizes the importance of critical and reflective teacher education, capable of fostering practices that value diversity and contribute to the construction of a truly inclusive school.
Keywords: Teacher education. Teaching work. School inclusion. Intellectaul disability. Secondary education.
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