Formação de professores em educação especial: possibilidades de autocompreensão na Teoria do Reconhecimento

Abstract

This work intends to go deep into the discussion about the Recognition Theory and its possible contributions to the teachers formation in Special Education. Considered the intense debate which is set before the inclusive current practices, we may think over the comprehension and self-comprehension of the difference recognition in the formation of these professionals. As from the demands of inclusion, some issues guide this theoretical research: among the many discourses about difference, what do we effectively understand by the recognition of the difference? Does the formation of Special Education teachers reduce the difference in their practices or enlarge it in such a way that it is not recognized for its segregation or excessive fragmentation? In the search of some possible answers to reflections which impose themselves, the present research has as its main objective, grounded on Axel Honneth s theoretical view, to collaborate providing a new and revised hermeneutical self-comprehension of the formation in the Special Education area in order to potentialize the self-comprehension of teaching before the demands of the social recognition in others. Within a bibliographic study, we try to metaphorically relate the history of Special Education to Procrustes and Theseu s myth. Thereby, we historically notice that, upon launching pedagogical directions to people who have special educational needs, Special Education fosters situations which are similar to Procrustes . A proof of it lies in the observable redundancy in the current policy of Inclusive Education arising from the criticism assigned to these practices. If before, Special Education shortened the difference to have room in particular spaces, nowadays, Inclusive Education expands the difference to fulfill the blanks which were previously denied. In wide lines, we can list different deficits of recognition in the process of its historical happenings; therefore, while performing a hermeneutical reading of the historical texts and current policies of Special Education/Inclusive Education, we define a route between the extreme poles in the understanding of the difference. In this sense, the Recognition Theory cooperates with the hermeneutical self-comprehension in the teachers formation in Special Education in order to open new horizons to that practice understanding.